


THE OUTPUT OF 

PROFESSIONAL SCHOOLS FOR 

TEACHERS 



BY 
CHARLES EMILE BENSON 



SUBMITTED 

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 

FOR THE DEGREE OF DOCTOR OF PHILOSOPHY 

IN THE FACULTY OF PHILOSOPHY 

COLUMBIA UNIVERSITY 



BALTIMORE, MD. 
WARWICK & YORK, Inc. 

1922 



THE OUTPUT OF PROFESSIONAL 
SCHOOLS FOR TEACHERS 



THE OUTPUT OF 

PROFESSIONAL SCHOOLS FOR 

TEACHERS 



BY 
CHARLES EMILE BENSON 



SUBMITTED 

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 

FOR THE DEGREE OF DOCTOR OF PHILOSOPHY 

IN THE FACULTY OF PHILOSOPHY 

COLUMBIA UNIVERSITY 



BALTIMORE, MD. 

WARWICK & YORK, Inc. 

1922 



.3^ 



Copyright, 1922, 
By Warwick & York, Inc. 



lift 
JotverstW 

30 !92f 



ACKNOWLEDGMENTS 

I wish to acknowledge here my indebtedness to those who have 
helped to make possible this study. I am under obligation to the 
Presidents and their office staffs of the institutions from which 
data were secured. Without their assistance the study could not 
have been made. It would be impossible to record here the names 
of all who have contributed to this investigation, however, justice 
demands that I mention a few: Dr. M. R. Trabue and Dr. W. H. 
Kilpatrick have made valuable suggestions in the method and 
arrangement of the material. To Dr. W. C. Bagley, under whose 
direction the study has been made, I am under special obligation. 
His suggestive criticisms as the work progressed has been of incal- 
culable value, but even more than this, the opportunity of working 
with and receiving assistance from the master mind in this field of 
study is an obligation I am unable to meet. I would be unjust 
not to mention my wife, without whose encouragement and actual 
assistance in the monotonous statistical work of the study, this 
report would have been impossible. 

C. E. B. 



The names of the institutions are not given in the tables or 
figures. The key is on file in Teachers' College, Columbia 
University, New York City, N. Y., and the key letter repre- 
senting an institution will be sent, upon request, to the respons- 
ible head of the institution. 



VI 



CONTENTS 

PART I. PROBLEM AND METHOD 

Page 

Chapter I. The Problem Stated 1 

1. The need of the study. 

(a) To answer the questions : 

1. What kind of schools do graduates of professional schools 
enter? 

2. What types of teaching positions are served? 

3. What relation is there between curricula completed and 
teaching positions served? 

4. In what proportion do graduates enter supervised and un- 
supervised schools? 

5. What is the period of service of the trained teacher? 

6. What becomes of those who do not teach? 

Chapter II. Sources of the Study 3 

1. Criteria of selection of professional schools to be studied. 
(a) Data available. 

(6) Typical schools. 

2. Method of securing the data. 

(a) Questionnaire method impossible. 

(b) Personal visits to the schools. 

(c) Records. 

1. Variability of records. 

2. Assistance of the Presidents and their office staffs. 

3. Alumni records useful. 

(d) Method of tabulation. 

(e) Statistical methods used. 
(/) Variability of records. 

3. Criticisms of problem and method. 

PART II. RESULTS OF THE STUDY 

Chapter III. The Types op Schools Served 6 

1. Rural. 

2. Village. 

3. City. 

4. Private. 

5. Parochial. 

6. Normal School or College. 

The Proportions in Which Graduates Enter Supervised and Un- 
supervised schools 19 

1. Supervised. 

2. Unsupervised. 

vii 



viii Contents 

Page 

Chapter IV. The Specific Administrative, Supervisory, and Teach- 
ing Positions Filled by the Graduates 23 

1. Administrative. 

2. Supervisory. 

3. Teaching. 

Chapter V. The Distribution of the Graduates According to the 

Curricula Completed 43 

1. General. 

2. Differentiated. 

(a) Growth of differentiated curricula during the period studied. 
(6) Growth of "Specific training for Specific work." 
Chapter VI. The Actual Length of Teaching Service 56 

1. Graduates of 1910. 

(a) From the two-year curricula. 

(b) From the three-year curricula. 

(c) From the four-year curricula. 

2. Graduates of 1915. 

(a) From the two-year curricula. 

(b) From the three-year curricula. 

(c) From the four-year curricula. 

Comparison of the Tenure of Trained Teachers with that of the 

General Teaching Population 

Chapter VII. What Becomes of the Remaining Graduates?. . . 70 

PART III. INTERPRETATIONS AND CONCLUSIONS. SUGGESTIONS 
Chapter VIII. Interpretations and Conclusions 80 

1. There is evidence of inequitable distribution of graduates to the 
different types of schools. 

2. The increasing tendency is to enter the city schools. 

3. There is no evidence of a demand for certain curricula at present 
offered. 

4. The dominant demand is for teachers in the elementary grades. 

5. There is a slight increase in the proportion of the two-year graduates 
going into high-school positions. 

6. There is a noticeable tendency toward an increase of differentiated 
curricula. 

7. An increasing proportion of the graduates going into the primary 
and intermediate grades are receiving specialized training. 

8. During the period studied the relative distribution of the gradu- 
ates to supervised and unsupervised schools remains practically 
unchanged. 

9. Graduates of professional schools for teachers have a much longer 
period of service than the general teaching population. 

10. In each period studied a significant proportion of the graduates do 
not teach the first year. 

11. Student accounting seems to be inadequate. 

12. There is little evidence of cooperation of the schools with their 
alumni. 



Contents ix 

Page 

Chapter IX. Suggestions 86 

1. Institutions for the professional preparation of teachers should 
inform themselves and their respective state departments definitely 
with regard to the distribution of their graduates. 

2. Differentiated curricula should in the main be limited to the clear 
demands of the field. 

3. Responsibility of the institution does not end with the graduation 
of the student. 

4. Student accounting should be placed upon a business basis. 

5. Records of graduates should include the following data : 

(a) Brief history of the graduate's training previous to entering the 

school. 
(6) The curricula completed. 

(c) Scholastic attainments as measured by grades or marks. 

(d) Judgments of instructors as to proficiency for particular teach- 
' ing position. 

(e) The placement of the graduate upon completion of curricula 
as to: 

1. Type of school entered. 

2. Teaching position. 

3. Other occupation. 
(/) Success of the graduate. 

(g) A continuous record of the graduate's work covering successive 
positions held, subsequent study, degrees received, other occu- 
pations entered. 

(h) Method of securing this information. 

6. Self survey of the institutions covering a period of years would 
offer helpful suggestions for the improvement of the service of the 
school to: 

(a) The institution. 

(&) The taxpayer, 

(c) The student. 

Id) The children, 

(e) The service. 

INDEX OF TABLES 

No. Page 

1- 7 Types of schools entered 7-14 

8 Number in one-room schools 17 

9-12 Distribution to supervised and unsupervised schools 19-22 

13-17 Distribution in administrative positions 27-31 

18-19 Distribution in supervisory positions 32-33 

20-26 Distribution in teaching positions 35-41 

27-34 Curricula completed 45-50 

35 Proportion receiving specific training for the work entered 52 

36-38 The actual teaching service. Graduates of 1910 58-59 

39-41 The actual teaching service. Graduates of 1915 60-64 

42-44 The actual teaching service of male graduates 65-68 

45-51 Distribution of those who do not teach 72-78 



x Contents 

INDEX OF FIGURES 

No. Page 

1- 2 Types of schools entered 15-16 

3 Distribution into one-room rural schools 18 

4 Distribution into supervised and unsupervised schools 21 

5 Distribution of administrative positions filled 34 

6 Distribution of supervisory positions filled 34 

7 Distribution into specific teaching positions 42 

8 Curricula completed 51 

9-11 Specific preparation for specific work 53-55 

12-14 Actual teaching service. Graduates of 1910 57 

15-22 Actual teaching service. Graduates of 1915 61-63 

23-28 Actual teaching service of male graduates 66-67 

29 Proportion who do not teach 71 

30 Distribution of those who do not teach 79 



PART I. PROBLEM AND METHOD 

Chapter I 

THE NEED OF THE STUDY 

The following is a report of a study of the distribution of the 
graduates of a selected group of schools engaged in the professional 
preparation of public-school teachers. The output of the two, 
three, and four-year curricula for the years of 1910, 1915, and 1920 
were studied to answer the following questions: 

1. What kinds of schools do graduates enter the first year after 
graduation? 

2. What types of teaching positions are served the first year 
after graduation? 

3. What relation is there between curricula completed and 
teaching position served? 

4. In what proportion do graduates enter supervised and 
unsupervised schools? 

5. What is the period of service of the trained teacher? 

6. What becomes of those that do not teach? 

At the present time in many institutions there is no adequate 
information available to answer the above questions. Very few 
schools keep a record of where their students go immediately upon 
graduation and where they are located in later years. It is believed 
that definite information of this nature will enable the schools to do 
their work in a more business-like manner. 

Certain definite tendencies during the periods investigated are 
shown by the study. It shows clearly the inequitable distribution 
of the graduates into rural, village, and city schools. There is 
evidence that some of our public teacher-training institutions are 
becoming exclusively training schools for the cities and fail to serve 
other fields of public education. The study reveals the fact that 
teacher-training institutions do not offer specific training nor specific 
guidance. Most of the graduates go out with a preparation to be 
"general practitioners. " They are not specifically prepared for any 
particular field of service. 

1 



2 Output of Schools for Teachers 

It is time to take account of the output of each curriculum to see 
whether it warrants a separate curriculum or is to be regarded only 
as a byproduct. What is the output of each curriculum? Is there 
a place for the graduate? Is the demand of the district served 
sufficient to maintain or establish this or that special curriculum? 

The investigation indicates that a significant percent of those 
graduating from teacher-training institutions cannot be depended 
upon to enter the teaching field the first year after graduation. The 
question arises at once, where do they go? 

The periods of service of the graduates since their graduation 
show some rather encouraging results of training when well-prepared 
teachers are contrasted with the general teaching population. 

There are very few studies of an accurate character regarding 
the actual output of professional schools for teachers. It is obvi- 
ously important for an administrator of such a professional school 
to have complete information as to where the students are actually 
going immediately after graduation, their particular work, and the 
success they are achieving with the preparation they have for the 
specific work in which they are engaged. Information of this kind 
will enable the proper evaluation of the work of the institution. A 
knowledge of these facts will aid the administrators and those in 
charge of the placement of the students to serve the public more 
efficiently. 



Chapter II 

THE SOURCES OF THE STUDY 

A group of professional schools for teachers were selected 
from which to secure the data for the study. The criteria used in 
the selection were : 

1. That there was in each school some assurance that the data 
were available. 

2. That the institutions should in the aggregate be typical of 
teacher-training schools of the country as a whole. 

The data were secured from the following schools: 

State Normal School, Oshkosh, Wis. 

State Teachers College, Cedar Falls, la. 

State Normal School, Trenton, N. J. 

State Normal School, Farmville, Va. 

State Normal School, Bridgewater, Mass. 

State Normal School, Richmond, Ky. 

Rhode Island State College of Education, Providence, R. I. 

State Normal School, Charleston, 111. 

State Teachers College, Greeley, Colo. 

State Normal School, Plymouth, N. H. 

State Teachers College, St. Cloud, Minn. 

State Normal College, Dillon, Mont. 

State Normal School, Indiana, Penn. 

State Normal School, Kalamazoo, Mich. 

Maxwell Training School, Brooklyn, N. Y. 

Teachers College, University of Cincinnati, Cincinnati, Ohio. 

State Teachers College, Cape Girardeau, Mo. 

State Teachers College, Albany, N. Y. 

Harris Teachers College, St. Louis, Mo. 

State Teachers College, Kearney, Nebr. 
. Teachers College, University of Nebraska, Lincoln, Nebr. 

State Normal School, Oswego, N. Y. 

Since the data from the schools above named were tabulated 
additional data have come in representing 930 graduates from the 
following institutions : 

3 



4 Output of Schools for Teachers 

State Normal School, Terre Haute, Ind. 

State Normal School, Willimantic, Conn. 

Miami University, Oxford, Ohio. 

State Teachers College, Ellensburg, Wash. 

The results from these institutions agree very closely with the 
results from the selected group studied. This gives data for 
approximately 10,000 graduates. This number should be sufficient 
to show a fair degree of accuracy of the trends in teacher-training. 

Method of Securing the Data 

It was found that the questionnaire method would not bring 
the desired information, excepting in the case of the State Teachers 
College, Greeley, Colo., and the State Normal College, Dillon, 
Mont., and in the latter case only for the graduates of 1920. Per- 
sonal visits were made to the other schools during May, June, July, 
August, and September, 1921. 

The following data were secured for each graduate: 

1. The kind of school entered the first year after graduation. 

2. Whether it was a supervised or unsupervised school. 

3. The specific administrative, supervisory, or teaching position 
entered the first year after graduation. 

4. The curriculum completed by each graduate. 

5. The period of service since graduation of the graduates of 
1910 and 1915. 

6. The occupation of the graduate who did not teach. 

The original records of the institutions were used. In most of 
the schools it was necessary to go to several sets of records to get the 
data. In some cases it was impossible to secure the information 
for a few of the graduates. The alumni records were in some places 
found useful. 

Method of Tabulation 

The data for each graduate from the two, three, four, and five- 
year curricula for the years studied were compiled on record sheets 
from which the totals of each institution were computed. The data 
were computed separately for the male graduates. 

Statistical Method Employed 

The tables for each year studied are given in percents. In 
computing the percentages for the types of schools entered, for 
those who did not teach, and for the curricula completed, the total 



Problem and Method 5 

output for each year was used. In the other tables the percentages 
were computed from the number entering teaching the first year 
after graduation. Tables are given for each year studied. 

The figures are of the trend and bar-graph types showing the 
tendency of the particular data secured. 

The Variability of the Records 

The variability of the records was so great in the different 
institutions that the study would have been impossible but for the 
kindness and assistance of the presidents and their office staffs. 
An encouraging feature of the investigation was the interest taken 
by those who assisted, and the increasing attempts that are being 
made to collect the information for each graduate on a composite 
record sheet. v 

Criticism of the Problem and Method 

Several criticisms can be made of the study. One is that the 
institutions studied do not cover a sufficiently wide geographical 
area, and another that the data should have, been secured from a 
larger number of graduates. It is believed that additional data 
from a wider area would have but slightly modified the general 
results. Interesting geographical comparisons could have been 
made if data from a wider area had been collected. The data from 
a larger number of graduates would probable have changed the 
percents in a small degree, but the general tendency, it is believed, 
would not have been changed. 

These criticisms were foreseen. That they were not met was 
due (1) to the impossibility, because of the expense and time, of 
covering more territory. The distance traveled approximates 
fifteen thousand miles. (2) Because the data were not available. 
Several schools were visited where no records were kept that would 
give the information desired. 

The topic is so large and the labor of securing the data and 
working up the material was so severe that the criticisms could not 
be fully met. An enormous amount of time and labor were 
expended on the 8790 cases used. This study is a mere introduction 
to the field. Other studies are needed before final conclusions can 
be derived. 



PART II. RESULTS OF THE STUDY 

Chapter III 
THE TYPES OF SCHOOLS IN WHICH GRADUATES TEACH 

The investigation found that graduates enter as teachers, the 
first year after graduation, the following types of schools: Rural, 
Village, City, Private, Parochial, and Normal School or College. 

Table 1 indicates a great variation in the distribution of the 
graduates entering the different types of schools. It shows a 
rather constant tendency for the different years studied. There is 
a significant increase in the number graduating in 1915 over that 
in 1910. The output in 1920 although greater than 1910, does not 
equal that in 1915, and is less than the expected increase for the five- 
year period. This can be accounted for by the conditions caused 
by the war. 

Distribution of the Graduates 

RURAL SCHOOLS 

Two-year Curricula 

A rural school, as used in this study, is either a one, or two-room, 
or consolidated school in the open country. 

The total output of the institutions studied in 1910 was 1604. 
Of these 9.7 percent entered rural schools. In 1915 nine percent of 
the 2353 graduates entered this field of service, while in 1920 the 
proportion is decreased to six percent of the 2079 graduates. (Table 
1) (Figure 2). These data are for all types of rural service. It 
was found that 5.2 percent of the graduates of 1920 entered one- 
room rural schools. A supplementary investigation was made in 
thirty-eight additional institutions in widely scattered sections of 
the country to ascertain the proportion of the graduates of 1920 
going into one-room rural schools. The fifty-five schools from 
which data were secured had 5524 graduates. Of these 444, or 8 
percent, entered one-room rural schools the first year after gradua- 
tion. (Table 8) (Figure 3). 

6 



Results of the Study 



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Output of Schools for Teachers 



Three-year and Four-year Curricula 
The number of graduates from these curricula entering the rural 
service is entirely negligible, in 1920 two from the three-year and 
one from the four-year curricula. (Tables 2, 3.) 
MALE GRADUATES 
For the three years studied there were 505 male graduates from 
the two-year curricula: 19 percent in 1910, 17.2 per cent in 1915, 
and 4.3 percent in 1920 entered rural schools. (Table 5.) The 
majority of the male graduates in 1920 entering rural work became 
either principals or manual-training instructors in consolidated 

schools. 

VILLAGE SCHOOLS 

Two-year Curricula 
A village school, as used in this study, is one which has a principal 
and is located in a town of from one hundred to one thousand 
inhabitants. 

Table 2. — The Distribution (in Percents) of the Graduates from the 

Three-year Curricula as to Schools Entered the First Year 

after Graduation 





Number 










Normal 


Not 
Teaching 


Institutions 


of 
Graduates 


Rural 


Village 


City 


Private 


School or 
College 


1910 
















C 


17 


17.7 


41.2 


35.3 






5.8 


R 


42 




43.2 


28.6 


2.4 


2.4 


23.4 


Total 


59 


5.1 


42.4 


31. 


1.7 


1.7 


18.1 


1915 




C 


37 


11. 


29.8 


48.7 






10.5 


R 


6 






33.3 


33.3 




33.3 


o 


4 




75. 


25. 








T 


4 




100. 










B 


69 


4.3 


26. 1 


33.4 




4.3 


31.9 


Total 


120 


5.9 


30.2 


36.7 


1.8 


2.6 


22.8 


1920 




C 


56 


5.4 


12.5 


69.4 






12.7 


o 


16 




37.5 


43.8 






18.7 


T 


4 






50. 






50. 


E 


4 




100. 










G 


13 




7.7 


30.4 




15.4 


46.5 


U 


15 




20. 


60. 






20. 


B 


21 




47.7 


47.7 






4.6 


Total 


131 


2.3 


25.2 


54.2 




1.5 


16.8 







Results of the Study 9 

Approximately one-third of the two-year graduates for each of 
the three years studied entered such village schools. There is a 
decrease in 1920 of nearly eight percent as compared with 1915. 
(Table 1.) 

Three-year Curricula 

A somewhat larger proportion (42.4 percent) of the graduates 
of three-year curricula entered the village schools in 1910. In 1915 
the proportion decreased to 30.2 percent, and in 1920 to 25.2 
percent. (Table 2.) 

Four-year Curricula 

More four-year graduates entered village schools in 1920 than in 
either 1915 or 1910. While the increase is small the tendency is 
evident for the village schools to seek the graduates of these 
curricula. 

MALE GRADUATES 

In 1910 and 1915 the village schools received the services of 
more than 40 percent of the male graduates from the two-year 
curricula. In 1920 this had decreased to 27 percent. (Table 5.) 
There is an increase from 9.6 percent in 1910 to 31.3 percent in 1920 
among the male graduates from the four-year curricula entering 
village schools. (Table 7.) 

CITY SCHOOLS 

A city school, as used in this study, is one having a superintend- 
ent and is located in a city of over one thousand inhabitants. 

While the rural schools have lost in the proportion of two-year 
graduates entering the service and the village schools have hardly 
held their own,, the city schools have made a steady gain. More 
than one-half of the output of the two-year curricula go directly 
into the city schools. These figures hold true for all curricula 
offered. The number of male graduates for 1920 entering city 
schools is 50 percent greater than in 1910. (Figure 1.) 

PRIVATE SCHOOLS 

The number of graduates going directly into private schools is 
so small that it can have no effect on the number going elsewhere. 
Approximately one-fourth of one percent of the entire output of all 
curricula for the three years enter private schools. (Figure 1.) 



10 



Output of Schools for Teachers 



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■ CN 


co 


l^my 


• • 00 • 






•^ 


ea^BnpBjQ 
jo jaqmn^j 


(000IO00N 
WIDO M «1 


CO 

<* 


cn a> 


"5 
U0 


OS 


Suttjosaj, 


T-t rt (N •* ifl 

» o * n © » 

tN (N CO rt rt rt 


>-0 






828 II°0 
jo i^rajo^j 


Tt< t£> • tN • 


CO 




CO 


• O 00 rt • ^1 ■ 

■ <N 


cc 




^TO 


•* (N CO O M" 


CO 




CN 

CO 
rtl 


IO O O t- CO CO CO 
rt (N rt CO 00 tN 00 


CO 




GSuniA 


U3 CN CO • rt CO 


CO 




CO 
CN 

co 


rt O CO t-» • 00 CO 
CO Tjl CO ■>* • 1C rt 


go 




l^jny 








CO 


•IN ■ ^ . 






sa^'Bnp'BjQ 
jo jaqmn^j 


CO lO N rt S rt CO 
,-h ■* CO CO 00 


on 

U5 




00 

co 
co 


o 


Sinqouax 


^ • rt 00 00 b- • 






CO 

oo' 

CN 


00 ■ 00 OS CO t)h • 






aSanoQ 
JO pjuiio^q; 


• • <-< ■<* • t» • 






CN 


• • OS rt . •* . 






*VO 


"5 ■ r-- •* <n co 






CO 

© 


lt5 • CO CN CO CO • 
Tt< ■ CO » o> ■* 






93BinA 


rt( ^ 






CO 


CO O Oi U5 ■ •* • 
CO © CN • rt . 






IBiny 


. . . rtf . 






CO 


eai'Bnp'BjQ 
jo jaqranjsj 


rt rt CN 00 CO CO • 
'-l CN CO CN ■* ■ 






f~ 




CO 

a 
o 

3 
CD 

a 

M 


OOtfZj,>C5ffl 


w£ 


1 

c 
Eh 





Results of the Study 



11 



a 

H 
« 

H 

H 

03 

o 
o 
n 



< 

o 

« 

O 
« 

H 

I 



O 

t-H 

o O 



g B 
« 



gntqouaj, 


to 
<6 




■o 

35 


83a ll°0 
jo psnuojsj 


<N 


CO 


ATO 


t- o 


so 

00 


aSBUTA 




CO 
IN 


sa^Biip'BJO 
jo jaquinjsj 


<N rt 


■* 
■* 


Smqo'Bax 






a3a n o 
jo jbuijo^ 


05 '■ ■ 




j'eiqoojra.j 


U5 . . 

OJ •' • 




^TO 


<N • ■ 




88B t nA 


05 • . 

CO ■ ■ 
IN • • 




Sa^BTipBJQ 

jo jaqranj^ 


IN • '■ 




SurqoBax 


CO ■ '■ 

to • • 




aaa n oo 

JO JBTHJO^J 


IN . . 

<N ' '• 
<N • • 




^TO 


1 : : 




sa^'Bnp'BJQ 
jo jaqmn^j 


05 • . 




a 
.2 

a 


> ph n 


"3 
t 





12 



Output of Schools for Teachers 



P 

o 

S 
as 
t> 
O 
« 



C 
< 

Q 

PS 
m O 



H - 
PS PS 

° d 



B g 

fa e< 

° a 

2 ps 



PS H 



Oh 



o 

CN 
OS 


Sutqoijax 


cn ic 


18.8 
40. 

49.4 

54.4 
42.7 


CO 
CO 




*»K> 


50. 
50. 

18.8 
20. 

42.9 
35. 
18.2 
35.8 


CN 

CO 


33BIHA 


lO 
CN 


CO t» CD CN "9 

CD O O t» lO 00 i-i 

il) fO i> HH N 


CN 


jBJnjj 




i-l . . US ■ 


CO 




O CO -OS -OS 

° ■ ■ : 


sa^BnpBJQ 
jo laqum^j 


■-< <M 00 H H 


co 

CD 


0) 


SutqoBax 
1°N 


CN •00'* lO "9 tH rt U9 


00 

CD 


OS .CDCOOCNOCDOSOS 
• -H CN i-l <N i-< <N 


a38 n °0 
ao [Buuo^j 




09 




[BiqOOJ'B < J 


00 • ■ 


00 


• © ih • • 

• "9 • • 


*>!D 


CN • • CN lO UJ (O h N 


© 

CN 


00 • ■HO««*9H 
P! . . ,_, ^ ^h CN CO i-i 


aSsiBA 


CO CD N OS CO OS 


CN 

•* 


tOOtDtOOiOWOOH 
MUJlDtONNN^mm 


[■eany; 


CO • CD t- • ■ h C9 <* * 


CN 


CO • CD 00 • ■ h WiON 
CO • rt i-i • • CO •* 


sa^Bnp'BjQ 
jo jaquin^j 


HCNCON00500«)rtN 
i-c CN h lO "9 i-i <N 


«9 
CN 


o 

OS 


Suiqo'B3j / 


CO CO 


CO 

d 


tO .00 • O • lO iH •* lO 
lO • ■ CN • N «5 n 


JO JBtUJO^ 




CD 


■ •■>}<• o 


J'BiqOOJ'BJ 




00 




*H0 


. . . CO "9 


00 
10 


. .00 • O C U5 h ffl h 
. ■ • CN CN CN CO CN 


aSBinA 


•* t)I CN OS 


"9 
CN 


-h .O«O«)OM)0« 

,-. .^(ll)«Jt««)*H<l 


1^-inH 


CO ■ • . <N • 


OS 


CO • O CD • ■ "9 -00 


sa^'Bnp'Bjf) 
jo jaquin>j 


OS •«)il)0< | 00>Hil 
• CNrtrH CNrti-Crt 


CN 




a 
o 

3 
'-♦3 

S3 


H,oSotfH»^!xX 


1 
c 





Results of the Study 
PAROCHIAL SCHOOLS 



13 



There is no evidence that the output of public teacher-training 
institutions are entering parochial schools. Only three of the 5900 
two-year graduates for the three years studied entered the service 
of church schools immediately after graduation. Not a single one 
from the three-year and four-year curricula entered this type of 
school. (Figure 1.) 

NORMAL SCHOOL AND COLLEGE 

A very few go directly into normal school or college work. One 
from the two-year curricula for the three years studied entered a 
normal school as an assistant critic. Approximately three percent 
of the graduates of the four-year curricula go directly into some 
type of work in higher institutions. (Tables 1, 2, 3, 4.) 

Table 6. — The Distribution (in Percents) of the Male Graduates 

from the Three-year Curricula as to Schools Entered the First 

Year after Graduation 





1910 


1915 


1920 


Institutions 


O to 

h C3 






so 
a 


o « 

U 03 




o « 






60 

a 




S 3 






o 


.a -a 


a 


X! T3 


<0 




.a. 




£ a 


03 
> 


>> 

3 


"8 *> 


a g 


03 

> 


a g 


03 
> 


>> 

3 




C 


i 






100. 


1 


100. 


2 




100. 




R 


ii 


54.6 


27.3 


18.1 

























1 


100. 


6 


66.6 


33.3 




T 














2 




50. 


50. 


U 














3 


33.3 


33.3 


33.3 


Total 


12 


50. 


25. 


25. 


2 


100. 


13 


38.5 


46.2 


15.3 





14 



Output of Schools for Teachers 



K 
P 

u 

P 

o 

Ph 

H 
W 

EH 



o 
p 

Q 
< 

a 
O 
« 

& 

K 
H r H 

W ^ 
H » 
fe W 
O H 

IS H 



o 

tN 

OS 


SniqoBaj, 1°N 


26.6 
29.3 
25. 

20.9 


CO 
CO 




a39 ll°0 

JO JBUIJO^J 


. . 1/3 
■ . h. 

• • co 




a'j'BAtjj 


• • • CO 


to 


*»J0 


tO 1-4 05 

(O MC O ID C 
N * NO «N 


OS 

CO 


| aS^niA 


46.7 
23.6 
12.5 

36.9 
25. 


CO 
CO 


' so^npeJQ 
f jo jaquin^j 


"3 N M H ffl * 


to 


OS 


8ntqoE8X ?Ofj 


CO 00 CO lO CD CD • 
CO CO CO oo to to • 

CO Tfl CO CN n r-l . 


d 

CO 


pnna 

joj jooqag 




CN 


333 II°0 

JO fBOIJO^ 


33.3 
16.6 


to 


*HD 


■ CM CO lO ** t» . 

• to CO CO CO n • 
CO IN 00 •* • 


00 
IN 

■*' 

CO 


agenTA 


66.6 
43.8 

42.9 

25. 


sa^Bnp'BJO 
jo jaquin^ 


to to co r- to cm • 


o 


o 


3mqoB3j, ^o^ 


100. 
14.2 

50. 

66.6 


CO 


IBiqOOJBJ 




00 


A!0 


71.6 

16.6 
100. 
33.3 


09 
CM 


93B mA 


100. 
16.6 


to 
oi 


psjn^j 


. . . to . . . 

. . . CO • • . 


00 


ea^Bnp'BjQ 
jo jaquin^ 


ei sh io n n . 


CM 




c 
o 

"3 
a 


O tf O Z &h > £ 


« 
c 
c- 





Results of the Study 



15 



Figure 1. 
THE PROPORTION OP GRADUATES ENTERING DIFFERENT TYPES 
OF SCHOOLS FROM VARIOUS CURRICULA. 
1910 - 1915 - 1920. 



Two-year Curricula. 



Three-year Curricula. 



55 % 
50 

40 

30 

20 

10 






55% 
50 

40 

30 

20 

10 





/ 




/ 


^ 


/ 


- 


""* -*-—„. 


• 


- 











1910 



1915 



1920 



1910 



1915 



1920 



Four-year Curricula 



55% 
50 

40 

30 

20 

10 







^~" 


""""■ '*•- 


^" 


•■ 


y 


. 


-- 




■■ 


/ 


■ 




— 


~-^— 



Male Graduates 
Two-year Curricula 




1910 



1915 



1920 



1910 



1915 



1920 



Rural- 



Village City Private 



Normal School or College 

1- Negligible percent for other types of schools. 



16 



Output of Schools for Teachers 



Figure 2. 
THE DISTRIBUTION OP GRADUATES PROM THE TWO-YEAR CURRICULA OP 
SPECIFIC INSTITUTIONS AS TO DIFFERENT TYPES OF FIRST SERVICE. 

Institutions Rural Village City 

Percent O 10 

1910f 

W 1915P 

19201 



1910a 
X 1915b 
19201 

19101 

T 1919 

1920 



lOg* 




1910 

E 1915 

1920 

1910 

K 1915 

1920 

1910 

1915 

1920 

1910 
U 1915 

1920 



Results of the Study 



17 



Table 8. — The Graduates from the Two-tear Curricula for 1920 Who 
Entered One-room Rural Schools 





Number of 
Graduates 


Number Entering 




Institutions 


One-room Rural 
Schools 


Percent 


I 


28 


16 


57. 


Q 


27 


14 


61.9 


S 


76 


32 


42.1 


z 


39 


16 


41. 


AA 


54 


20 


37. 


BB 


41 


15 


36.5 


M 


31 


11 


35.5 


CC 


90 


29 


32.2 


DD 


66 


18 


27.2 


EE 


65 


17 


26.1 


FF 


146 


37 


26.3 


GG 


24 


6 


25. 


C 


117 


27 


23. 


HH 


72 


12 


16.6 


II 


64 


10 


15.6 


JJ 


43 


6 


14. 


O 


96 


12 


12.5 


KK 


48 


5 


10.4 


LL 


270 


21 


7.7 


B 


260 


20 


7.7 


J 


121 


9 


7.4 


MM 


91 


6 


6.6 


NN 


112 


7 


6.2 


G 


144 


9 


6.2 


K 


122 


6 


5. 


OO 


276 


13 


4.7 


F 


53 


2 


4. 


PP 


256 


10 


4. 


QQ 


52 


2 


4. 


RR 


113 


4 


3.5 


Y 


66 


2 


3.4 


SS 


125 


4 


3.2 


TT 


154 


5 


3.2 


UU 


32 


1 


3.1 


VV 


70 


2 


2.8 


WW 


152 


4 


2.6 


XX 


76 


2 


2.6 


YY 


40 




2.5 


U 


93 




1.8 


zz 


57 




1.7 


A 


72 




1.4 


X 


80 




1.2 


D 


83 




1.2 


R 


263 


3 


1.1 


W 


324 


3 


.9 


E 


33 








T 


121 








AAA 


125 








BBB 


49 








CCC 


19 








DDD 


5 








EEE 


193 








FFF 


17 








GGG 


144 








HHH 


134 








Total 


5524 


444 


8. 



18 



Output of Schools for Teachers 



Figure 3. 
THE PROPORTION OP THE GRADUATES OF 1920 FROM THE TWO-YEAR 
CURRICULA WHO ENTERED ONE -ROOM RURAL SCHOOLS THE FIRST 
YEAR AFTER GRADUATION. 

Institution?* 5 10 20 30 40 50 60 





























































































































tru 








iff ■ 














jj ■ 














o ■ 














KK ■ 














LL ■ 














B " 














J ■ 














MM ■ 














NN ■ 














G ■ 














X ■ 














00 ■ 














F ■ 














PP ■ 














QA ■ 














RR ■ 














Y ■ 














SS ■ 














TT ■ 














UU ■ 














W ■ 














WW ■ 














XX ■ 














YY ■ 














U ■ 














ZZ ■ 














A ■ 














X » 














D • 














R i 














W i 














E 














T 














AAA 














BBB 














CCC 














DDD 














Traps 














FFF 














GGG 














HHH 















Results of the Study 



19 



The Proportions in which Graduates enter Supervised 
and Unsupervised Schools 

SUPERVISED 

A supervised school is defined as one having a superintendent 
who spends the major part of his time in supervising the work of his 
teachers, or where there are supervisors of special subjects. The 
schools in charge of a county superintendent without special 
supervisors was not considered as belonging to this 'class. 

The proportions going into supervised schools remain nearly 
constant for the periods studied. There is a slight increase in 1920 
for the graduates from the two-year curricula and a small decrease 
for those completing the four-year curricula. There has come into 
practice in Rhode Island, Massachusetts, and New Jersey during 
the past few years a system of supervision of all schools below the 
city type that has made it possible to classify these schools as 
supervised. (Tables 9, 10, 11, 12) (Figure 4). 



Table 9. — The Distribution (in Percents) op the Graduates from the 

Two-year Curricula as to Supervised and Unsupervised Schools 

Entered the First Year after Graduation 





1910 


1915 


1920 


Institutions 


SO 

M.S 

° .3 

•2 ° 
a cs 


-3 

CD 

'> 
U 

cd 

3 
DO 


u 
<o 

O.T3 
3 cd 

CO Ifi 


M 

5 ® 
5* 


1 

u 

CD 

P. 

00 


u 

O) 

0.-3 
en m 

O T 

& > 


M 

a 
S3 

■§ § 


13 
a 

.a 
> 

u 

CD 

P. 

a 

02 


u 

CD 

CD 

co m 


A 


109 


94.5 


5.5 


163 


97. 


3. 


71 


93. 


7. 


C 


47 


95.9 


4.1 


92 


95.7 


4.3 


108 


73.2 


26.8 


E 


54 


42.7 


57.3 


36 


16.6 


83.4 


32 


18.7 


81.3 


G 


211 


83.4 


16.6 


257 


66. 


24. 


120 


81.7 


18.3 


J 


97 


21.7 


78.3 


212 


51. 


49. 


115 


62.6 


37.4 


K 


76 


27.7 


72.3 


115 


37.4 


62.6 


113 


47.7 


52.3 


M 


45 


11. 


89. 


31 


45.2 


54.8 


31 


13. 


87. 


O 


51 


25.5 


74.5 


114 


36.8 


63.2 


89 


38.2 


61.8 


R 


119 


42. 


58. 


224 


29. 


71. 


214 


43.9 


56.1 


t 


36 


33.3 


66.6 


104 


35.5 


64.5 


105 


43.8 


56.2 


U 


119 


52.1 


47.9 


216 


42.1 


57.9 


92 


46.8 


53.2 


w 


96 


58.4 


41.6 


200 


65. 


35. 


195 


72.1 


27.9 


Y 


40 


47.5 


52.5 


44 


57. 


43. 


55 


61.9 


38.1 


X 


50 


42. 


58. 


118 


31.3 


68.7 


63 


47.5 


52.5 


B 


151 


56.3 


43.7 


163 


53.1 


46.9 


238 


65.6 


34.4 


D 














79 


83.6 


16.4 


F 














47 


85.2 


14.8 


Total 


1300 


54.8 


45.2 


2089 


52.2 


47.8 


1767 


60.2 


39.8 







20 



Output of Schools for Teachers 



UNSUPERVISED 

An unsupervised school is denned as one that is visited or 
inspected only occasionally. Most rural and village schools come 
under this classification. 

There is a small decrease in the number entering unsupervised 
schools of the graduates from the two-year and three-year curricula. 
The increase of the number going into unsupervised schools from 
the four-year curricula is due to the large number going into princi- 
palships of village and consolidated schools. 



Table 10. — The Distribution (in Percents) of the Graduates from the 

Two-year Curricula as to Supervised and Unsupervised Schools 

Entered the First Year after Graduation 





1910 


1915 


1920 


Institutions 


Number 
Teaching 


> 

3 

a 

3 

m 


u 
a 
ft -a 

3 a5 

DO CO 

a ■§ 


I 8 


CD 

V 

t-t 

O 
ft 

3 
CO 


U 

CO CO 

a -e 


.si 

s * 

1^ 


T3 

> 
S 
ft 
3 

QQ 


u 

<B 

O.T3 
3 o 
m co 

a -e 


C 
R 

T 
B 
E 
G 
U 


16 
32 


93 
43 


8 
8 


6 
56 


2 
2 


34 
4 
4 

4 
47 


88 
100 
25 

49 


3 


11.7 

75. 
100. 
51. 


49 

13 
2 

20 
6 

7 
13 


92. 

54. 
50. 
50. 

86. 
77. 


8. 

46. 
50. 
50. 
100. 
14. 
23. 


Total 


48 


65. 


35. 


93 


62.4 


37.6 


110 


75.4 


24.6 



Results of the Study 



21 



Figure 4. 
THE PROPORTION OP THE GRADUATES PROM VARIOUS CURRICULA GOING 
INTO SUPERVISED AND UNSUPERVISED SCHOOLS. 



Two -year Curricula. 






1910 



1915 



1920 



Three-year Curricula. 




1910 





1915 



1920 



Pour-year Curricula, 





1910 
S z Supervised 



1915 
U - Unsupervised 




1920 



22 



Output of Schools for Teachers 



Table 11. — The Distribution (in Percents) of the Graduates from the 

Four-year Curricula as to Supervised and Unsupervised Schools 

Entered the First Year after Graduation 





1910 


1915 


1920 


Institutions 


H 

u .5 
a oj 


•0 
"P 

O 

a. 

3 

CO 


u 

a 

3 cp 

a -g 


- « 
5 « 

1* 


a 

tn 

'> 
y 

a. 

■s 

CO 


M 

3 <D 

§ •§ 


6,1 

a g 


•a 

V 

"B 

IV 

ft 

3 
CO 


u 

S 

3 <u 
go tn 

a x 


C 


9 


100. 




10 


100. 










O 


1 






100 




4 


50. 


50. 


27 


70.3 


29.7 


R 


18 


89 




11 




31 


41.9 


58.1 


57 


47.3 


52.7 


N 


41 


56 




44 




53 


45.2 


54.8 


80 


55. 


45. 


P 


25 


100 








56 


100. 




35 


97.2 


2.8 


V 


28 


78 


6 


21 


4 


70 


31.4 


68.6 


135 


31.1 


68.9 


G 












6 


83.4 


16.6 








B 












49 


89.8 


10.2 


143 


95.8 


4.2 


K 


















2 


100. 




W 


















8 


75. 


25. 


Total 


122 


77.8 


22.2 


279 


63.1 


36.9 


487 


63.9 


36.1 



Table 12. — The Distribution (in Percents) of the Graduates from the 

FrvE-YEAR Curricula as to Supervised and Unsupervised Schools 

Entered the First Year after Graduation 





1910 


1915 


1920 






•a 






•o 






■n 




Institutions 


n .a 


m 




t, fi 






u .3 








° J3 


> 


3 


£ '-3 


> 


s 


S J3 


> 


Q.TJ 




5 « 


s 

a 

3 
CO 


3 » 
cc m 

a -g 


g 03 


CD 

a 

3 
CO 


3 » 

CO CD 

a -g 


g c3 


a 

a 

3 
CO 


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3 


100. 




20 


75. 


25. 








P 














25 


95. 


5. 


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19 


100. 




Total 














44 


97.5 


2.5 







Chapter IV 

THE SPECIFIC ADMINISTRATIVE, SUPERVISORY, AND 
TEACHING POSITIONS FILLED BY THE GRADUATES 

Administrative 

Two-year Curricula 

The number of graduates entering administrative positions the 
first year after graduation is very small. In 1910, of those teaching, 
5.9 percent went into this type of service. These came from nine 
of the twenty-two schools studied. In 1915 the proportion 
decreased to 4.8 percent. These were from eleven schools. There 
is an increase in the number of schools sending their students into 
this kind of work for 1920, but the proportion drops to 2.9 percent. 
The majority of those entering this work become principals of 
village schools. Of the total number of graduates for the three years 
studied one percent became ward principals. (Table 13.) 

Three-year and Four-year Curricula 

Tables 14 and 15 show clearly that the graduates of these cur- 
ricula do not enter, to any extent, administrative positions. Of 
those who do the majority become high school principals. There is 
a slight increase for the three years studied in the number entering 
this work from the four-year curricula, 11.7 percent in 1920 as 
compared with 7.3 percent in 1910. 

MALE GRADUATES 

Two-year Curricula 

In 1910 nearly one half (49.1 percent) of the male graduates 
entered administrative work. In 1915 this percent dropped to 
39.6. There is a further decrease to 28.4 percent in 1920. The 
village principalships for 1910 and 1915 received over 30 percent. 
In 1920 only 13.6 percent go into this particular type of administra- 
tive work. There is a small increase in the number going into 
superintendencies in 1920 as compared with the other two years 
studied. (Table 16.) 

23 



24 Output of Schools for Teachers 

Four-year Curricula 

Of the male graduates in 1910 from these curricula 38.5 percent 
entered administrative work: in 1915 the proportion increased to 
51.6 percent: in 1920 it decreased to 35.1 percent. The majority 
go into superintendencies. (Table 17.) 

SUPERVISORY 

The number of graduates going directly into administrative 
work is small but the number entering supervisory work is still 
smaller. In 1910 less than one fourth of one percent of those 
completing the two-year curricula went into this type of service. 
This increased to one percent in 1915, and to three percent in 1920. 
Two thirds of these became supervisors of music. (Table 18.) 
The few from the four-year curricula going into this work became in 
most cases supervisors in the kindergarten or elementary grades. 
One graduate of the 8790 became a supervisor of penmanship. 
(Table 19.) 

Teaching Positions 

KINDERGARTEN 

Two-year Curricula 

The number going directly into kindergarten positions approxi- 
mates for each of the three years studied two percent of those 
teaching. The number of schools sending kindergarten teachers 
into active work was smaller in 1920 than in either 1910 or 1915. 
The institutions sending out teachers for this type of service are 
located either in or in close proximity to large cities. 

PRIMARY AND INTERMEDIATE 

"Primary" grades were denned as grades one and two: 
"Intermediate" as grades three, four, five, and six. Of the two- 
year graduates who teach approximately 68 percent in 1910 entered 
these two fields of service. The same proportion holds for 1915: 
and in 1920 it had dropped to 62 percent. Nearly 31 percent 
entered the primary grades each year and the decrease in 1920 is a 
decrease in the number going into intermediate grade work. 
(Tables 20, 21, 22.) 



Results of the Study 25 

GRAMMAR 

The grammar grades were defined as seventh and eighth. 
It is apparent that normally about six percent of the graduates 
who teach have their first experience in these grades. This is the 
proportion for 1910 and 1920: in 1915 there was a slight increase. 
This may perhaps be compensated by the slight increase among 
those entering junior high schools in 1920. (Table 22.) 

JUNIOR HIGH SCHOOL 

In 1910 one institution sent graduates out to do junior high 
school work: in 1915 this number was increased to three: in 1920 
there were eight schools some of whose graduates entered the 
junior high school service. The proportion is very small reaching 
only 2.1 percent in 1920. (Table 22.) 

HIGH SCHOOL 

The high schools are receiving as many of the two-year graduates 
as are the grammar grades : when those entering the special fields 
of manual training and household arts are included the total number 
going into secondary service are however, twice the number entering 
the upper grades of the elementary school. In 1920 nearly 13 
percent engaged in some type of high school work. This is a marked 
increase over 1910 when the proportion was only 6.3 percent. 
(Tables 20, 21, 22.) A few of the two-year graduates enter the 
special fields of manual training, household arts, agriculture, etc. 

RURAL— ALL GRADES 

The teacher who teaches in a one-room rural school has been 
classified as teaching all grades. There were 7.8 percent in 1910 
entering this type of service. In 1915 the proportion was only 6.5 
percent and in 1920 it had decreased to 4.5 percent. (Tables 20, 
21, 22.) 

Three-year Curricula 

In 1910 of the graduates teaching 39.7 percent went into work 
below the high school. This proportion was increased to 56.2 
percent in 1915, but fell in 1920 to 40.2 percent. For the three years 
studied about 33 percent went into high school work. The primary 
and intermediate grades received nearly as large a proportion. 
(Table 23.) 



26 Output of Schools for Teachers 

Four-year Curricula 

More than 70 percent of the four-year graduates in 1920 entered 
some type of high-school work. This proportion is a little higher 
than in 1910 and considerably higher than in 1915. There was a 
marked decrease in the number entering the elementary-grade work 
from 1910 to 1920. (Table 24.) 

MALE GRADUATES 

Two-year Curricula 

Two of the male graduates from the two-year curricula went 
into work below the grammar grades. In 1910, of those teaching, 
21.8 percent enter high-school work. In 1920 this proportion 
increased to 63.2 percent. Those going into the special field of 
manual training has increased from 9 percent in 1910 to 44.7 
percent in 1920. There had been a decrease of those entering rural 
work (one-room) from 21.6 percent in 1910 to 3 percent in 1920. 
(Table 25.) 

Four-year Curricula 

It is significant that the graduates of the four-year curricula 
enter only the academic high-school work or the work of the gram- 
mar grades. In 1910 the grammar grades received 10.6 percent 
but in 1920 only 3.2 percent of these graduates. In 1910 the high 
schools received 26.4 percent and in 1920 34.4 percent. (Table 26.) 



Results of the Study 



27 



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28 



Output of Schools for Teachers 



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Results of the Study 



29 



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30 



Output of Schools for Teachers 



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Results of the Study 



31 








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32 



Output of Schools for Teachers 



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Results of the Study 



33 



Table 19. — The Distribution (in Pebcents) of the Graduates prom the 

Four-tear Curricula as to Supervisory Positions Entered the First 

Year after Graduation 





1910 


1915 


1920 






>> 






>> 








>> 






0. 


Institutions 




03 






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M 




03 




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a 

03 

a 
a 

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2. 


2. 


2. 


2. 












O 
















27 




3.7 






R 
















57 




3.5 




1.8 


W 
















8 






12.5 




Total 


28 


7.1 


175 


.5 


.5 


1. 


2. 


92 




3.2 


1.1 


1.1 



34 Output of Schools for Teachers 

Figure 5* 

TEE PROPORTION OP THE GRADUATES PROM VARIOUS CURRICULA 
ENTERING ADMINISTRATIVE POSITIONS. 



Two-year Curricula, Pour-year Curricula. 

1910 - 5.9IB 1910 - 7.3h» 

1915 - 4.8P» 1915 -10.2p» 

1920 - 2.9P 1920 -11.7h» 



Male Graduates 

Two-year Curricula. Pour-year Curricula. 

1910 - 49.1tHHnMms9 1910 - 38. 

1915 - 39.6pMHHH 1915 - 51. 

1920 - 26,-Iwiii 1920 - 35. 



Figure 6. 

THE PROPORTION OF THE GRADUATES PROM THE VARIOUS CURRICULA 
ENTERING SUPERVISORY POSITIONS. 



Two-year Curricula. Four-year Curricula, 



1910 - .241 1910 - 7. 

1915 - 1.04 1915 - 4. 

1920 - 3.03b 1920 - 5. 



F 



Results of the Study 



35 



Table 20. — The Distribution (in Percents) of the Graduates from the 

Two-year Curricula as to Teaching Positions Entered the First 

Year after Graduation 



Institutions 


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1 


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36.6 


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45 






2.3 


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15.6 














55.6 


O 


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11.8 


21.6 






9.9 




2. 






2 


27.5 


R 


119 


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4. 


T 


36 






27.8 


27.8 


25. 






5.4 


2.7 










8.1 


U 


119 




8 


11.8 


49.6 


10.1 






12.6 


2.4 










.8 


W 


96 


13 


6 


16.7 


16.7 


11.5 






10.5 


5.3 


12.5 








1.1 


Y 


40 






12.5 


45. 


12.5 


















17.5 


X 


50 






26. 


36. 


8. 






10. 












4. 


B 


151 


1 


9 


13.3 


32.5 


12.6 


1.9 


11.9 


6. 


2.7 








9.3 


H# 


461 




4 


49.7 


49.9 


















L 


100 






36. 


54. 


9. 










1. 






Total 


1861 


2.6 


31.7 


36.5 


5.9 


.17 


3.9 


1.2 


1.2 


.17 


.05 


7.8 



§■ An approximately equal number go into the primary and intermediate grades, 
statistical purposes the number was divided equally. 
^ Teaching position unknown for 1. 
@ Teaching positions unknown for 75. 



For 



36 



Output of Schools for Teachers 



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SiJOHO^MSoaihhJ^XmWj 



Results of the Study 



37 



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38 



Output of Schools for Teachers 



Table 23. — The Distribution (in Percents) op the Graduates from the 

Three-year Curricula as to Teaching Positions Entered the First 

Year after Graduation 



Insti- 
tutions 


>- .5 

s * 


a 

c9 
o 

a 


>> 

03 

a 


01 

.5 
I >o 

a w 


00 

1 
t^ 

fr 
03 

s 
s 

03 
u 

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3 02 

1-5 


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m 

M 

s 




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o 


[3 
'5 
o 

s 
a 

o 
O 


a 
o 

.2 o 

p 3 
Cm W 


< 8 

03 oj 

1° 


1910 
C 
R 


16 
32 




34.7 
6.3 


25. 
6.3 


18.8 
6.3 




34.4 


6.3 






12.5 


18.8 


Total 

1915 
C 
R 
O 
T 
B 


48 

34 
4 
4 
4 

47 


4.3 


16.7 
53. 

12.6 


12.5 
11.8 

34.1 


10.5 
17.7 




23. 

3. 
75. 
21.3 


4.2 
6.3 


25. 
100. 
4.3 




8.4 

100. 
2.1 


6.3 
11.8 

2.1 


Total 

1920 
C 

o 

T 
B 
E 
G 

U 


93 

49 

13 
2 

20 
6 
7 

13 


2 
4 


3 
1 


25 
18 

5 

14 


9 

4 

3 


21 
36 


6 

8 


6 

24 
7 


5 

5 

7 


8 
15 


2 

4 


15 
38 

69 


1 
5 

3 


3.3 

7.7 
10. 


7.6 

7.7 
50. 

66.6 
28.6 


7.7 

33.3 

57.2 


5.4 


5.4 
6.2 


Total . . 


110 


1.9 


10. 


16.4 


11.9 


5.5 


12.8 


2.8 


7.3 


6.4 




2.8 



Results of the Study 



39 



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40 



Output of Schools for Teachers 



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Results of the Study 



41 



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42 



Output of Schools for Teachers 



Figure 7. __ 

THE PROPORTION OF GRADUATES PROM VARIOUS CURRICULA GOING INTO 
DIFFERENT TYPES CF TEACHING POSITIONS. 



Kindergarten Primary 
1910-2. 6p 1910-31. 7£ 
1915-2, P 1915-32. 3P 
1920-2. lU 1920-30.3' 



Two-year Currioula. 
Intermediate 
1910-36. 5f 
1915-35. 7P 
1920-31. 8> 



or H.S, High Scnooi Manual irainiug nuuoouuiu 

- .17» 1910-3. 9f 1910-1. 2> 1910-1. 2p 

- .24 1910-4. 8U 1915-2. P 1915-2. P 
-2.1 * 1920-5. oU 1920-3. lU 1920-1.8P 



Grammar 
1910- 
1915 
1920 



mar 

-5.9P* 

-8.3f" 

-5.9P" 



Junior H.S. 
1910- 
1915- 
1920 



Manual Training Household Arts Rural 

1910-1. 2* 1910-1. 2p 1910-7.8) 

1915-2. > 1915-2. P 1915-6.5 

1920-3. U» 1920-1. 8P 1920-4. 5* 



Kindergarten Primary 

1910- I 1910-16.7 

1915-2. 3p 1915-25.9 

1920-1. 9h 1920 10. 



Three-year Curricula. 

Intermediate Grammar 

1910-12. 5p— ■ 1910-10. 5f 

1915-21. 6p™-» 1915- 6.5k 

1920-16.4P— 1920-11. 9k 



High School 
1910-23. 
1915-15. 
1920-12. 



Manual Train. 

1910-4.2 

1915 

1915 



-4.2-t 1910- I 
-3.3p 1915-7. 6^" 
-2.8* 1915-7. 3b- 



Household Arts 

1910- 

1915- 

1915- 



Rural 

1910-6. 3p- 
1915-5. Am 
1920-2. &U 



Kindergarten Primary 
1910- .91 1910-15. 
1915- 2.5W 1915- 6.4 
1920- 1.6» 1920- 4.7 



intermediate Grammar junior n, 

rl910- 6.6p- 1910-8.1^ 1910- ■ 

1915- 10.4k- 1915-7. 5f» 1915- .7k 

1920- 6.lU 1920-2. I" 1920-1. 8b 



Junior H.S, 
1910- 
1915- 
1920- 



High School 
1910-65.6P" 
1915-47. lp™ 
1920-55.2U- 



Manual Train. Household Arta Phy. Education 
1910- I 1910- I 1910- ,9p 
1915- .7 1915-9. N" 1920- 
1920-2,2pi 1915-7. lU» 1920« 



>- .9f 
I- .7| 

>.-2. k 



Grammar 
1910-5. 
1915 
1920 



Jf 



Male Graduates 
Two-year Curricula. 
High School Manual Training 

1910-12. 8pm 1910-9. 

1915-15. If— 1915-25.71 

1920-18.51 1920-44.71 



Rural 
1910-21.6 
1915-11.4 
1920- 3. 



r 



Grammar 
1910-10. 6mm 
1915-14. 9-a 
1920- 3.26i 



Four-year Curricula. 
High School 
1910-26.41 
1915-25.61 
1920-34.41 



Chapter V 

THE DISTRIBUTION OF THE GRADUATES ACCORDING 
TO THE CURRICULA COMPLETED 

General 

Two-year Curricula 
The investigation shows that in 1910 general or undifferentiated 
curricula were completed by 86.4 percent of the graduates. This 
proportion decreased to 72.3 percent in 1915 and to 56.5 percent in 
1920. (Tables 27, 28, 29.) 

Three-year Curricula 
The graduates of the three-year curricula whose work was 
undifferentiated constituted 88.2 percent in 1910, 37.5 percent in 
1915, and 22.2 percent in 1920. (Table 30.) 

Four-year Curricula 
The tendency toward differentiation is not so marked among the 
four-year graduates. The number finishing undifferentiated cur- 
ricula was 86.6 percent of the total teaching in 1910. In 1915 there 
was a decrease to 66.6 percent and in 1920 an increase to 80.4 
percent. (Table 31.) 

MALE GRADUATES 
There was a decrease from 89 percent in 1910 to 47.6 percent in 
1920 among the male graduates completing general curricula. This 
refers to the two-year graduates. Among the four-year graduates 
there is very little differentiation. Practically all take the "general 
course." (Figure 8.) 

Differentiated Curricula 

The growth in the number of different curricula offered has been 
both striking and significant during the ten year period. This holds 
true also for the number of graduates from these differentiated 
curricula. In 1910 only 13.6 percent completed one or another of 
the specific programs of study. In 1915 this proportion had 
increased to 27.7 percent, and in 1920 to 44.4 percent. 

The three-year and four-year curricula are more frequently 
"general" in their character than the two-year curricula. The 

43 



44 Output of Schools for Teachers 

male graduates received specific training in six different curricula 
besides the "general course." The majority prepared for work in 
the field of manual training. 

The Growth of "Specific Training for Specific Work" 

Two-year Curricula 

Table 35 and Figure 9 give facts concerning the growth of 
specific training for specific work. A perfect correlation between 
training and teaching position would be represented by a rating of 
100 percent for each. It is evident that the tendency is moving 
in this direction. The primary and the high-school teachers have 
made the most rapid advances. Teachers of special subjects have 
been receiving the most specific training. In 1920 of those teaching 
in the intermediate grades 10 percent had special preparation for 
their work as against 5 percent in 1915 and 1.7 percent in 1910. 
In the grammer grades 16.9 percent were specially prepared for 
their positions and in the rural field 1.8 percent. Less than one half 
of the teachers in the primary and intermediate grades had special 
preparation for the work they entered. 

The following distribution of 52 graduates in 1915 of one in- 
stitution with their special preparation indicates a rather common 
practice : 

Three graduates from the commercial curricula, three from the 
physical education, nine from household arts, three from manual 
training, and one from drawing, taught the first year after gradua- 
tion in the primary grades. Two graduates from the physical 
education curricula, seventeen from household arts, three from 
drawing, nine from manual training, and one from music taught in 
the intermediate grades. One graduate from the physical education 
taught in the kindergarten. One from the manual training taught 
in the grammer grades. These 52 graduates taught in fields for 
which they were not prepared as against eight graduates of special 
curricula who went into fields for which they were prepared. 

Three-year and Four-year Curricula 

The graduates of the three-year curricula show a much higher 
correlation for specific work than do the two-year graduates. 
(Figure 10.) The correlation for the four-year graduates is low. In 
1920 only 5.9 percent of those entering high school work had special 
preparation. (Table 35) (Figures 10, 11). 



Results of the Study 



45 



Table 27. — The Distribution (in Percents) of the Graduates from the 
Two-year Curricula as to Specific Curricula Completed 



Institutions 


o « 

p 03 

d> 3 
XI T3 

a g 


"3 

fH 

a 

09 

o 


a 

03 

hi 
03 
M 

01 

a 

a 


a 
3 >> 

SO Js 

tH 03 

"^ .5 


>> 

03 

.a 


o 

03 
CD 

a 

0) 

•*> 

a 


SO 

C o 
3 GO 
1-7 


o 
o 

-a 

OQ 

Xi 
M 

S 


el 
o 

"3 3 

55 3 

>> T3 
On 


SO 

-< CI 

§:« 

a s 


2 
"3 

" 05 




SO 
P 

'% 

(-. 

Q 


03 
.P. 

3 


1910 






























A 


113 


89. 




11. 






















C 


52 


100. 


























E 


59 


100. 


























G 


218 


87.2 




3.7 










.9 


6.9 




.5 


.5 




J 


118 


100. 


























K 


78 


100. 


























M 


50 


100. 


























O 


57 


97.5 


















1.2 


1.2 






R 


171 


25.2 


17. 




25.1 


9.4 








1.2 


4.1 


4.7 


3.5 




T 


40 


100. 


























U 


124 


100. 


























W 


116 


41.4 




20. 


.8 


3.5 




12. 




4. 


13. 


2.4 


2.4 




Y 


55 


100. 


























X 


69 


100. 


























B 


284 


81. 


3.9 






1.5 


.6 


1.5 


.3 


4.9 


1.8 


.9 


1.8 


.3 


H 


461 


99.6 


.4 
























L 


113 


100. 


























Total 


2178 


86.4 


1.9 


2. 


2.8 


1. 1 


.09 


.8 


.15 


1.6 


1.3 


.7 


.7 


.05 



Table 28. — The Distrhsution (in Percents) of the Graduates from the 
Two-year Curricula as to Specific Curricula Completed 



Institutions 


^ 03 

g 
h 03 

01 3 

a g 
1° 


03 
h 

a 

a 


a 
o 

C3 
M 

3 


a 

03 >i 
SO is 
u 03 

■§ ^ 

s ? 


u 
03 

a 


-3 

CD 

s 

u 
<v 

a 

h-f 


03 

a 
a 

03 

u 

o 


o 
o 

-a 

o 

GO 

J3 
SO 

H 


d, 
o 

"3 3 

o g 

Fh m 


[3 

h 
03 

s 
a 



O 


M 

— 1 CI 

3 .9 
a 03 

o3 t< 
2^ 


2 

05 03 


3 


so 
a 

03 

Q 


1915 






























A 


164 


95.7 




4.3 






















C 


93 


6.5 






37.5 


44.1 


11.9 
















E 


37 


100. 


























G 


267 


81.3 




4.5 










1.9 




1.2 


10. 


.4 


.8 


J 


218 


100. 


























K 


115 
34 






10.5 


38.3 




32.2 


18.3 










.7 




M 


100. 









118 
268 


93.3 

21.6 
















.9 

1.5 


.9 
1.5 


4.3 
20.9 


.9 

5.2 




R 


6. 


.4 


39.9 


1.5 








1.5 


T 


106 


100. 


























U 


235 

227 

52 


93.2 
36.6 
100. 


















6.8 
11.9 




5.3 




W 




14.1 








36. 


1.8 


1.8 


9 fi 


Y 










X 


143 
276 


69.3 
63. 


4.7 


.7 


25.9 
7.6 












.7 
2.9 


3.5 

4.7 


1.8 




B 


1.8 




8.3 


.7 


.9 


3.3 


H 


445 


96.4 


3.6 
























L 


75 


100. 


























Total 


2873 


72.3 


1.5 


2.2 


8.5 


1.7 


1.6 


3.6 


.3 


.4 


2. 


3.5 


1.1 


.7 



46 



Output of Schools for Teachers 



< 

O 

i-i 
« 

P 

U 
M 

<! 
H 

6 

H 

a 
s 

o 

« O 
fe « 

03 £ 



M 

o 

« 
fR 
fa 
O 

m 

|Z! 

H 

B 
H 
Ph 

H 

o 

H 



icjna 


»H CO I-H IN OS 
00 C5 i-i i-i CO i-J >-i 


£N 


XjBjqiT 


•* ...... 


o 


ajn}pioi.i2y 


; '. '. ed '• • ■ '• 


rt . 


Suimbiq 


oo ... . .as c© 


00 


otsnj^ 


CO . . OS .i-i K 
CO . . i-i lO .CO W CN 


r~ 


pjoqasnojj 


CO •*■*)< -H CO . t» COtN 
CO N !D N "O .CO i-H ■* 


IN 
IN 


jinn's j\[ 


1.4 

1. 
1.8 

19.4 

5.8 

1.3 

1.9 

14.5 


CO 
CN 


{■epiainmoQ 


. CO . . 00 -OS lO ■* . 
. 00 . . i-l CO . •* IN i£> . 


(N 

IN 


uopBanpg 
peais^qj 




t- 


looqog q3; H 


25.4 
6.4 
2.1 

2.2 
15.1 

21.3 
3.9 


CO 


looqog 
qSijj joranp 




o 


XBUIUIBJQ 


. . i-H (N <N . t» i-H . . 
. . CO CO ■* . OS (>. iC . . 


CO 
CN 


a^etpauua^ui 


19.4 

4.2 

19.4 
14.8 

7.5 
6.5 


■*' 


XxBtai.1,2 


. .oo t» to as co oo ■ 

. . M » f IN COOS COO • 
. . N « N M CO H N . 


lO 


-na^j'eSjapm^; 


6.8 

14.6 
12.3 

2.5 

21.7 


lO 
CN 


ua^jBSiapmg; 






psjanaQ 


00 CO • CO . CO «5 t~- OS 


CO 
id 


i-i © O •* "* .0(0000 .OOt^CNCNOl^O 
05000000 .CNiOCOO .COOCO"*COOOS© 


sa^BnpBjQ 
jo jaqmn^j 


Ci|[>M'*HMrtCBcOHti)'*<SOOMWNCO 

I>-hC0-U<cNcNC0O5CO(NO5INCO00CO00i<5COi-h 

„ rn —. ri (NiMCO IN NH 


OS 
IN 

CN 


m 

a 



3 

CO 


o 
g<<OHC!n«So«HP^XBPliiWiJ 


C 
r- 





Results of the Study 



47 



SUIABIQ 










00 


i> 




otenp\[ 




to 

© ^ 

o 


00 
(M . . 

in •* 

■tf (M 


•>* 


IT3I0I8OIUI0Q 






6.3 

4.8 
33.3 
84.7 


U5 

r-l 


pjoqasnou 




. lO 
tO > f-H 


CO 00 to CO 

o to IO ■* to id 
i-H IM to r-l 


OS 

d 


Surare.i£ 


00 


Th . . OS 
CO' • • IN 


t» CO . . . 

r-l tO Ki . . . 
IN . ■ • 


■* 


uoi^Bonpg; 


N 


lO . . 

od d '■ 

© • . 








poqog qSi H 






' ' '■ IN 


5.9 

14.4 
100. 


00 

co 


looqog 
qSijj jomiif 




to ... . 






a^Btpatajg^uj 




. . . . 05 
. . . . IN 


1.7 

76.8 


OS 

<N 

CO 


Xxemtij 




. . . . OS 
. . . CM 


i*. . . . 00 . • ■ 

i-H . . . T* . . . 


t> 


-na^jBgjapmjj 




TJH . . . . 

•o . . . . 


16.7 
19.7 


00 


ua^JBgjapntg; 




. . . . OS 
. . . . CM 






P3J8U9Q 


d co" 

O 00 


88.2 

50. 
62.4 


37.5 

3.2 
81.1 
25. 
62. 


IN 

IN 
IN 


jo aaquin^;, 


1> IN 

rH ■* 


OS l> tO •* TjH OS 

lO CO to 


o to id ■* h to m io 

IN KJH IN r-l iH 


co 


OQ 

a 

_o 


o 

Sow 


E- 


lO 

SOfiOHfP 


e 

E- 


o 
gOOEHfflHOP 


'a 





48 



Output of Schools for Teachers 



Table 31. — The Distribution (in Percents) of the Graduates from the 
Four-year Curricula as to Specific Curricula Completed 



Institutions 


t- 03 

S oi 

1° 


"3 

u 
3 

a 
a 
O 


a 

Q 

si 
60 
u 
a 
T3 

a 
M 


>> 
J 


"S 

•5 

E 
a 

a 


o 
o 

J3 
O 
CO 

.a 

M 

s 


a 
o 

OS e3 

'SS 3 

-a h 


M 

— i a 
«* 'a 
a js 

1* 


2 
"o 
A 


i 

6 
o 
O 


H 

a 
+^ 

3 
a 

m 
< 


o 

'55 

3 


a 

o3 

p 


1910 




























C 


11 


100. 



























1" 


100. 
























R 


22 


100. 
























N 


68 


100. 
























P 


26 


11.5 




88.5 




















V 


43 


100. 
























Total 


171 


86.6 




13.4 




















1915 




























C 


13 


100. 
























o 


5 
47 
61 
67 


80. 

87.3 

85.3 

4.5 














20. 
10.5 
14.7 
18. 










R 










2.2 




N 












P 


6. 


53.8 




10.5 




7.5 


V 


81 

6 

58 


91.4 












2.3 


8.6 
4.6 


1.2 








G 








100. 
10.4 






B 


63.8 


3.5 


3.5 


5.2 




Total 


338 


66.6 


1.8 


11.8 


.9 


5.6 


.3 


.6 


11.3 


.3 






1.3 


1920 




























W 


9 
33 

68 
106 

38 
152 
143 


55.6 
75.8 
92.7 
78.3 
63.2 
99.4 
64.4 












22 4 


11.2 
12.4 

5.9 
18. 
13.2 
.6 

7.7 


4.2 


6.2 
2.9 


3.1 

1.5 

1.4 


11.2 















3 
1 


1 




R 














N 














P 


15.8 








7.9 




V 










B 


.7 


2.1 




18.9 




.7 


K 


2 










100. 


























Total 


551 


80.4 1.2 


.6 




5.3 


.6 


.8 


8.2 


1.1 


.9 


.8 


.4 















Results of the Study 



49 



Table 32. — The Distribution (in Percents) op the Male Graduates 
prom the Two-year Curricula as to Specific Curricula Completed 



Institutions 


a 3 

a 2 

1° 


"3 
<o 
a 
a 
O 


o 

"S 

'■B 
a 

B 

u 

(O 

3 


M 

h ° 

•a - £ * 

3 VI 
>-5 


o 
o 

A 
» 

m 
tut 

E 


a 
o 

m * 

a s 

!? W 


M 


'3 

u 

a 
a 

o 
O 


a 
u 

3 

o 

M 

<! 


"3 

3 


1910 






















J 


9 


100. 


















M 


25 


100. 





















15 


100. 


















R 


10 


70. 


20. 








10. 








T 


4 


100. 


















U 


20 


100. 


















W 


19 


42.2 






31.6 




26.5 








Y 


11 


100. 


















X 


14 


100. 


















Total 


127 


89. 


1.6 




4.8 




4.8 








1915 




G 


2 








50. 




50. 








J 


11 


100. 


















M 


6 


100. 


















O 


27 


92.6 










3.7 


3.7 






R 


10 


60. 










30. 


10. 






T 


8 


100. 


















U 


58 


70.7 










29.3 








W 


55 


5.5 






45.5 




43.7 


5.5 






Y 


11 


100. 


















X 


27 


96.3 










3.7 








Total 


215 


63.7 






12.1 




21.9 


2.3 






1920 




E 


1 


100. 


















G 


2 












100. 








J 


4 


100. 


















M 


3 


33.3 




33.3 












33.3 


O 


16 


75. 










6.3 




18.7 




R 


5 


40. 










60. 








T 


4 


100. 


















U 


21 








4.8 




85.6 






9.6 


w 


83 


41. 




2.5 


26.6 


1.3 


25.4 


6.1 






Y 


11 


100. 


















X 


14 


64.3 






21.5 




7.2 


7.2 






Total 


164 


47.6 




.6 


15.9 


.6 


28.1 


3.6 


1.8 


1.8 







50 



Output of Schools for Teachers 



Table 33. — The Distribution (in Percents) of the Male Graduates 
prom the Three-year Curricula as to Specific Curricula Completed 





1910 


1915 


1920 


Institutions 


o £ 
u* 03 
a 3 
£1 -0 


03 


cm 

S'3 


| 
i_ e3 

01 3 


"c3 


J3 
M 


o .g 

— 03 
J2 T3 


"el 


-3 

I 


o 
o 

m 


M 

03 '5 

3 .5 




1° 


a 

o 


5S H 


a g 

1° 


e 

o 


8 o 
1-5 


I 5 


a 


"3 


H 

s 


a g 

a* 


C 


1 


100. 




1 




100. 


2 




100. 






R 


11 


82. 


18. 


















O 








.1 


100. 




6 


83.3 


16.7 






T 














2 








100. 


U 














3 






100. 




Total 


12 


83.4 


16.6 


2 


50. 


50. 


13 


38.4 


15.4 


23.1 


23.1 



Table 34. — The Distribution (in Percents) of the Male Graduates from 
the Four-year Curricula as to Specific Curricula Completed 



1910 






1915 






1920 






'■— 03 






O 










M 






h 


O 


O « 






"3 

u 


a 
a 

03 


- 03 
O 3 


03 


a 
a 

03 


n 03 

JO -^3 


"3 


— i o 


a 


a g 


fl 


J3 


g 


a 


a g 


a 


o 


o 





w 


^ 


O 



Institutions 



a g 

5o 



c 

R 
O 

N 
P 
V 

\v 



Total . 



21 



90.4 



100. 



9.6 



6 

16 
3 

7 
6 

12 



100 
100 
100 
100 

100 



00 



3:i 



15 


100. 






17 


82.4 


5.9 


11.7 


8 


50. 


12.5 


37.5 


1 


100. 






19 


100. 






4 


50. 


50. 




64 


86. 


6.3 


7.7 



Results of the Study 



51 



Figure 8. 
THE PROPORTION COMPLETING VARIOUS SPECIFIC CURRICULA. 



General 
1910-86. 4p 
1915- 
1920- 



)-86.4|l 
>-72.3b 
>-56.5l 



Two-year Curricula. 

Kindergarten 
Hwwwrim 1910-1. 9f 
UU 1915- 

1920- 



1.CJ. &C*-L I 

>-1.9B 
>-1.5h 
)-1.7N 



Kndg-Priw. 
1910-2 ■ 
1915-2. 2ta 
1920-2. 5b 



Primary 
1910-2.8 
1915-8.5 
1920-11.! 



Intermediate 

1910-1. 

1915 

1920 



Commercial 
1910- 
1915 
1920 



-1,3* 1910- .81 1910-1. 6to 

-1.7P 1915-3. 6P 1915-2. P 

-4. b 1915-4. 6P 1920-2. 6P 



Household Arts 
1910-1.31 
1915-3.51 
1920-2. 2\ 



I 



- I 1910- I 1910- .7* 
.- .4 1915-1. 6k 1915-1. lfc 
-2.2* 1920-2.3* 1920-1. 7N 



Music 
1910- 
1915« 
1920- 



Rural 
1910- 
1915 
1920 



-2.lt 



General 
1910-88.2; 
1915-37.5 
1920-22.21 



Three-year Curricula. 

Elementary Grades 
wmmmm 1910- 

1915-21. 8J 

1920-42. 



fcn 



High School 
1910- 
1915-20.1 
1920-13.8 



Manual Training 
1910-3. Af 
1915- 
1920- 



>-3.4f» 
5-1. 7f 
)-1.4|i 



Household Arts 
1910- , 
1915-10. fc"» 
1920- 6.9P" 



General 
1910-86,6|i 
1915-66.61 
1920-80; 4k 



Four-year Curricula. 

Elementary Grades 
wameaesm 1910-13. 4i 
■» 1915-14. 5F 

■HI 1920- 1.81 



IF 



High School 
1910- 
1915-5.6* 
1920-5.3? 



it 



Household Arts 
1910- I 

1915-11. 3PM* 
1920- 8.2PM 



General 
1910-89. 1 
1915-63.7 
1920-47.61 



Male Graduates 
Two-year Curricula. 

High School 
— 1910- 4.81 
» 1915-12.1 

1920-15.91 



Manual Training 
1910- 4.81 
1915-21.9 
1920-28. l| 



Commercial 
1910- 
1915- 
1920- 



} " L 
5-2. 3P 

>-3.6P 



General 
1910-90. 4| 
1915-88. 
1920-86. 



Four-year Curricula. 



52 
Table 35. 



Output of Schools for Teachers 



-The Proportion of Those Teaching Who Have Had Specific 
Training for Their Work 

Two-year Curricula 



Type of Service 



1910 



Number 
Teaching 



Specific 
Training 



1915 



Number 
Teaching 



Specific 
Training 



1920 



Number 
Teaching 



Specifio 
Training 



Kindergarten 

Primary. . 

Intermediate 

Grammar 

Junior High School 

High School. ._ 

Manual Training. . 
Household Arts. . . . 

Agriculture 

Commercial 

Physical Education 

Music 

Drawing 

Rural 



45 
341 
400 



55 
14 
18 



57.8 

20.8 

1.7 



18.2 
64.3 
89. 



100. 



49 
808 
863 
207 

iii 

49 
49 



5 

22 

7 



94. 
25.3 

5. 

9. 

*40.'6 
77.6 
98. 

ioo!" 

80. 
100. 
100. 



42 

585 

640 

101 

33 

112 

61 

37 

1 

34 

11 

27 

7 

83 



81. 

37.8 
10.5 
16.9 

3.4 
68.8 
90.2 
97.3 
100. 
94.2 
82. 
92.6 
71.5 

1.8 



Three-year Curricula 





1910 


1915 


1920 


Types of Service 


Number 
Teaching 


Specific 
Training 


Number 
Teaching 


Specific 
Training 


Number 
Teaching 


Specific 
Training 




"2 
"4 


100. 
100. 


'is 

"5 

4 


100. 

80. 
100. 


2 
10 
18 

14 

1 
8 

7 


100. 




60. 




83.3 




85.7 




100. 




100. 




100. 







Four-year Curricula 



Types of Service 



1910 



Number 
Teaching 



Specific 
Training 



1915 



Number 
Teaching 



Specific 
Training 



1920 



Number 
Teaching 



Specific 
Training 



Kindergarten 

Primary.. 

Intermediate 

High School 

Manual Training. . . 
Household Arts. . . . 

Agriculture 

Music 

Drawing 

Physical Education 



19 



74. 
62.5 



7 

16 

21 

112 

'25 



85.8 

87.5 

57.2 

4.4 

'92" 



100. 
100. 



28 

210 

7 

31 
4 
3 
1 
6 



85.8 

25. 

5.7 
42.8 
45.2 
25. 
33.3 
100. 
83.3 



Results of the Study 



53 



Figure 9. 
THE PROPORTION TEACHING THE KIND OF WORE 
HAD MADE SPECIFIC PREPARATION, 



FOR WHICH THEY 



Kindergarten 



Primary 



Intermediate 



Grammar 



19101 

191 a 

1920 

19K 
1911 
192( 

191 
191 
192 



1910 

191 

192 



191 
Junior High School 191 
1920 



High School 



Manual Training 



Household Arts 



Agriculture 



Commercial 



191 
191 
1920 



lO""" 

1 

:ob 



191 
1915 



1920 



1910 
1915 
1920 



19101 
1919 
1920b 



1910 
1915 



1920 



h 



19101 

Physical Education 1915f 

19201 



Music 



Drawing 



Rural 



19101 
1915) 
19201 

19101 
19151 
1920* 



19101 
1915 

1920 b 



54 



Output of Schools for Teachers 



Figure 10* 

THE PROPORTION TEACHING THE KIND OP WORK FOR WHICH THEY 
HAD MADE SPECIFIC PREPARATION. 



Kindergarten 



Primary 



Intermediate 



High School 



Manual Training 



Household Arts 



Three-year Curricula. 

0% 25, 50 2& 

1910 
1915 
1920 



1910, 
1915 
1920 k 

19 10 1 
1915 
19201 

1910 
1915 
1920 

1910i 
191S 
1920)1 

1910i 
1915b 
1920|i 



19101 

Physical Education 19151 

19201 



Commercial 



1910 
1915 
1920 



JL04 



Results of the Study 55 

Figure 11. 

THE PROPORTION TEACHING THE KIND OP WORK FOR WHICH THEY 
HAD MADE SPECIFIC PREPARATION, 



Kindergarten 



Primary 



Intermediate 



High School 



Manual Training 



Household Arts 



Agriculture 



Music 



Drawing 



Fo y-year n^rricffa. 



19101 
191 91 
1920* 



19101 

191 

192 



¥ 



1910! 
1919 



1920! 

19101 
1915| 
1920 

19101 
1915 
19201 

19101 
1915k 
19201 

1910 
1915 
1920 

1910 
1915 
1920 

19101 
19151 
19201 



t 




1910i 

Physical Education 19151 

1920|i 



Chapter VI 

THE ACTUAL TEACHING SERVICE 

Graduates of 1910 

Two-year Curricula 

The period of teaching service was determined for 1208 graduates 
of 1910. The variation among the institutions is wide. In one 
school the records show that 80.5 percent of the graduates of 1910 
were still teaching eleven years later. This is the largest proportion 
found among the nineteen schools studied offering two-year cur- 
ricula. At the other extreme we find only 16.3 percent of the class 
of 1910 of one of the schools still teaching in 1921. The median 
period of actual service for all schools was found to be 9.5 years. 
The records also show that 42.7 percent of the 1910 graduates 
taught through the school-year 1920-21. More than 50 percent 
had taught through nine years, and 75 percent had taught through 
five years. (Table 36) (Figure 12). 

Three-year Curricula 

The number of graduates from these curricula is too small to 
permit the drawing of conclusions. Of the few for whom the data 
were secured only 24.4 percent had taught continuously from gradua- 
tion through the school-year 1920-21. (Table 37) (Figure 13). 

Four-year Curricula 

The facts relative to the actual period of teaching service for 
133 graduates of 1910 from four-year curricula were obtained. The 
median period of service to data was found to be 10 years, and 47.7 
percent were still teaching in 1921. The variation is not so great 
among the different institutions as in the case of the two-year cur- 
ricula. The range is from 72 percent of graduates of 1910 still 
teaching to 27.5 percent. (Table 38) (Figure 14). 

56 



Results of the Study 



57 



Figure 12. 

THE DISTRIBUTION OF 1208 GRADUATES OF 1910 WHO ENTERED 
SERVICE FROM THE TWO-YEAR CURRICULA AS TO 
PERIODS OF SERVICE SINCE GRADUATION. 



Periods of 
service q* 



2.5 



50 



1 year 

2 years 

3 • 

4 " 










































5 " 










6 " 








7 " 








8 H 

9 " 












10 " 

11 " 











75 10( 



Figure 13. 

THE PERCENTILE DISTRIBUTION OF 56 GRADUATES OF 1910 WHO 
ENTERED SERVICE FROM THE THREE-YEAR CURRICULA AS TO 
PERIODS OF SERVICE SINCE GRADUATION. 



Periods of 
service. ^ 

1 year 

2 years 

3 " 



4 " 

5 • 

6 " 

7 " 

8 " 

9 " 

10 " 

11 ■ 



25 



50 



75 



100 



Figure 14. 

THE PERCENTILE DISTRIBUTION OF 133 GRADUATES OF 1910 WHO 
ENTERED SERVICE FROM THE FOUR-YEAR CURRICULA AS TO 
PERIODS OF SERVICE SINCE GRADUATION. 



Periods of 

service. . 

1 year 

2 years 

3 " 

4 " 

5 « 

6 " 

7 " 
3 " 

9 " 

10 " 

11 " 



25 



50 



75 100 



58 



Output of Schools for Teachers 



Table 36. — The Distribution (in Percents) of the Graduates of 1910 
from the Two-year Curricula as to the Periods of Service Since 

Graduation 



Institutions 


^ .2 

* 3 

CO 3 

£> -a 

S 2 


u 

03 
« 
>> 


09 

(9 

0) 

>> 

IN 


00 
fa 

03 
3 
>> 


DO 

M 

oi 

<o 

>> 


09 
fa 

03 

a 
>, 
w 


09 

fa 
03 
CO 
>> 

CO 


00 

fa 
03 
CO 
>. 


09 

fa 
03 
CO 
S» 
00 


fa 
03 
09 
>> 
O 


00 

u 
03 
9 

>> 
o 


09 
U 
CO 

<o 

>> 


A 

C 

E 

G 

J 

K 

M 

O 

L 

R 

T 

U 

W 

Y 

X 


75 

50 

41 

39 

84 

57 

42 

52 

102 

159 

37 

120 

101 

46 

50 

153 


2.6 
2. 
2.4 
36. 

1.9 

2.4 
8.1 
6.7 
3. 
17.4 


1.3 

4. 
2.4 

3.4 

4.8 

7.6 
15. 

7.2 
10.8 

5. 
10. 

8.7 


5.2 

8. 

7.2 

2.5 

1.2 

5.1 

7.2 

7.6 

9.6 

8.1 

5. 
14. 
13.1 

8. 

7.2 


14. 
2.4 
2.5 

5.1 

2.4 

3.8 

5. 

10.8 
21.6 

6.7 

8. 

6.6 

4. 

1.9 


2.6 
18. 
14.4 

5. 

1.2 

6.8 

2.4 

5.7 

6. 
15. 
13.5 
13.4 

8. 

8.7 

8. 

4. 


1.3 

4. 

2.4 

5. 

2.4 

3.4 

5.7 

5. 

4.2 

2.7 

8.4 

3. 

8. 
4.6 


3.9 

4. 

2.4 

4.8 

2.4 

9.5 

9. 

7.2 

5.4 

5. 

5. 

6.6 

8. 

1.9 


6. 

2.4 

7. 
19.8 

3.4 
14.4 

7.6 

1. 

4.8 

2.7 
10. 

2. 

6.6 

4.6 


2.6 
2. 
2.4 
10. 
3.6 
5.1 
4.8 
9.5 
3. 
9.6 
2.7 
4.2 
7. 
4.4 
6. 
7.2 


2. 

4.8 

2.5 

10.8 
6.8 
9.6 
5.7 

10. 
3.6 
8.1 
3.4 
4. 
6.6 

1.9 


80.5 

36. 

56.8 

28.5 

56.2 

60.9 

52. 

34.7 

46. 

26. 

16.3 

32.5 

36. 

21.5 

58. 


B 


5.3 


11.8 


50.1 


Total 


1208 


4.3 


6.7 


6.8 


5.8 


8.4 


4.1 


4.9 


5.8 


5.8 


4.7 


42.7 



Table 37. — The Distribution (in Percents) of the Graduates of 1910 
from the Three-year Curricula as to the Periods of Service Since 

Graduation 







■o 




























+a 




























u 03 






















































Institutions 


J3 -a 

a 2 


u 
03 


03 


03 


h 

03 


*4 

03 


u 

03 


E 

03 


hi 

03 


u 


03 


OS 

o 









V 


a 


V 


S 


s 


V 


09 


a 


>> 


>> 






^ 


>) 


>> 


>> 


>, 


>> 


>. 


>. 


>> 


>> 


O 








rt 


<N 


CO 


T)l 


K5 


CO 


r^ 


00 


Ol 




rt 




R 


39 


2.5 


10. 


5. 


5. 


12.5 




7.5 


12.5 


5. 


10. 


30. 




C 


17 


6. 


6. 




6. 


6. 




12. 




6. 


40. 


18. 




56 


3.6 


9. 


3.6 


5.4 


10.8 




9. 


9. 


5.4 


19.8 


24.4 







Results of the Study 



59 



Table 38. — The Distribution (in Percents) op the Graduates of 1910 
prom the Four-year Curricula as to Periods op Service Since 

Graduation 



Institutions 


m 

CO 

ja -a 

S * 

I 


03 


DQ 

03 
CD 
>> 
CN 


DO 

03 
>> 


03 

03 


DO 

03 
CD 
>> 


CO 
M 
03 
V 

>> 

CO 


CO 
M 
03 
0) 
i» 


DQ 
t* 
03 
CD 
>» 
00 


CO 

u 
03 

a 
>, 

OS 


CO 
M 
03 
CO 
>, 

O 


CO 

03 
CO 

>> 

1-1 


N 
V 
P 

o 
c 

R 


46 
30 
25 
1 
10 
21 


6 
14 


6 
1 


4.4 
3.3 

14.1 


2.2 
3.3 

4. 

10. 
4.7 


2 
4 


2 

7 


2.2 
9. 
4. 
100. 
30. 
9.4 


15. 
6.6 

8. 

10. 


11. 

29.7 
4. 


4.4 
6.6 

8. 

9.4 


6.6 
6.6 

4.7 


2.2 
4.7 


50. 

27.4 

72. 

50. 
34.2 














Total 


133 


3 7 


4.4 


3.7 


1 S 


8.2 


8.9 


10.1 


5.9 


4.4 


1.5 


47.7 















Graduates of 1915 

Two-year Curricula 

Data concerning the actual period of teaching service of 2053 
graduates of 1915 were secured. The variation is not so great as 
for the graduates of 1910. There is a range of from 94 percent of 
the graduates of one institution teaching through the six years to 
38.9 percent of the graduates of another. It was found 56.9 
percent had taught from graduation through the school-year 1920- 
21, that the median period of service for the entire number was six 
years, and that only 25 percent had taught less than three years. 
(Table 39) (Figure 15). 



Three-year Curricula 

The number of graduates from the three-year curricula is 
small: The median period of service to date is six years. (Table 
40.) 

Four-year Curricula 

It was possible to secure the data for 262 graduates of the four- 
year curricula. The median period of service to date is six years: 
51.9 percent taught through the school-year of 1920-21. More 
than 40 percent completed four years of service out of the possible 
six years of teaching to date. (Table 41) (Figure 17). 



60 Output of Schools for Teachers 

MALE GRADUATES OF 1910 

Two-year Curricula 

The median period of service, to date, of the 106 male graduates 
of 1910 was nine years. More than 34 percent taught through the 
school-year 1920-21. A little more than 50 percent were still 
teaching nine years after graduation. (Table 42) (Figure 26). 



Table 39. — The Distribution (in Percents) of the Graduates of 1915 
from the Two-year Curricula as to Periods of Service Since 

Graduation 





co 
















09 
















+i 
















U rt 
















CD 3 




CO 


CO 


co 


co 


CO 


Institutions 


r& -a 

a g 


u 

o3 


03 


e3 


u 

oj 


s3 


E 
S3 




O 


s 


3 


a 


CO 


0) 




►f o 


>> 


>» 


>> 


>> 


>> 


>, 




£ 


- 1 


CN 


CO 


Tj< 


lO 


<£> 


A 


163 


1.2 


.6 


1.8 


1.2 


1.2 


94. 


C 


91 




2.2 


7.7 


7.7 




82.4 


E 


38 


5.2 


7.8 


2.6 


13. 


7.8 


63.6 


G 


52 


13.5 


9.7 


7.7 


7.7 


21.2 


40.2 


J 


157 


2.4 


3. 


1.8 


.6 


5.4 


86.8 


K 


114 


.9 


8.1 


15. 


6.2 


9.7 


60.1 


M 


31 


9.6 


16. 




3.2 


6.4 


64.8 


O 


113 


3.6 


9.8 


11.6 


10.7 


10.7 


53.6 


L 


73 




9.6 


8.2 


9.6 


2.6 


70. 


R 


258 


7.4 


10.1 


7.7 


2.7 


16.7 


55.4 


T 


108 


2.8 


16.7 


21.3 


8.3 


4.6 


46.3 


U 


224 


7.6 


22.3 


11.6 


12. 


7.6 


38.9 


W 


203 


10.3 


14.3 


11.3 


12.3 


6.4 


45.4 


Y 


49 


10.3 


10.3 


18.4 


16.4 


4.1 


41.5 


X 


120 


4.2 


11.7 


7.5 


15. 


5.9 


55.6 


B 


259 


7.3 


10.4 


10.1 


17.4 


15.1 


39.7 


Total 


2053 


5.5 


10.6 


9.3 


9. 


8.7 


56.9 







Results of the Study 



61 



Figure 15. 

THE DISTRIBUTION OF 2053 GRADUATES OF 1915 WHO ENTERED 
SERVICE FROM THE TWO-YEAR CURRICULA A8 TO 
PERIODS OF SERVICE SINCE GRADUATION. 



Periods of 
service* 

1 year 

2 years 

3 ■ 

4 w 

5 • 

6 • 



25 



M 



75 



100 



Figure 16. 

THE DISTRIBUTION OF 49 GRADUATES OF 1915 WHO ENTERED 
SERVICE FROM THE THREE-YEAR CURRICULA AS TO 
PERIODS OF SERVICE SINCE GRADUATION. 



Periods of 
service. 



25 



50 



75 



100 



1 year 

2 years 

3 " 

4 • 
'5 • 
6 " 



Figure 17. 

THE DISTRIBUTION OF 262 GRADUATES OF 1915 WHO ENTERED 
SERVICE FROM THE FOUR-YEAR CURRICULA AS TO 
PERIODS OF SERVICE SINCE GRADUATION. 



Periods of 
service,,^ 



1 year 

2 years 

3 » 

4 • 

5 " 

6 « 



25 



50 



75 100 



62 



Output of Schools for Teachers 



Figure 18. 

THE PERCENT OP THE GRADUATES OF 1910 WHO HAVE TAUGHT 
CONTINUOUSLY SINCE GRADUATION THROUGH THE 
SCHOOL- YEAR 1920-21. 
Pour-year Curricula 
Institutions Qf c 20 4.0 6Q 80, 



Figure 19. 

THE PERCENT OP THE GRADUATES OF 1915 WHO HAVE TAUGHT 
CONTINUOUSLY SINCE GRADUATION THROUGH THE 
SCHOOL "YEAR 1920-21. 
Three-year Curricula. 
Institutions q# 20 40 $0 8.0 

C 

R 
T 




Figure 20. 

THE PERCENT OF TEE GRADUATES OF 1915 WHO HAVE TAUGHT 
CONTINUOUSLY SINCE GRADUATION THROUGH THE 
SCHOOL-YEAR 1920-21. 
Four-year Curricula. 

Institutions 

P 
N 

G 
V 
R 
C 



0% 2 


40 6 


80 























































Results of the Study 



63 



Figure 21. 

THE PERCENT OF THE GRADUATES 07-1910 WHO HAVE TAUGHT 
CONTINUOUSLY SINCE GRADUATION THROUGH THE 
SCHOOL-YEAR 1920-21. 



Institutions 

A 
K 
X 

E 
J 
U 
£ 
L 
W 

c 



u 

G 
R 
Y 

T 



100 




Figure 22 

THE PERCENT OF THE GRADUATES OF 1915 WHO HAVE TAUGHT 
CONTINUOUSLY SINCE GRADUATION THROUGH THE 
SCHOOL-YEAR 1920-21. 

Institutions 



A 
J 
C 
L 
M 
E 
K 
X 
R 

T 
W 
Y 
G 
B 
U 



0% 2 


5 5< 


) 7£ 


) 10 










































































































































64 



Output of Schools for Teachers 



Table 40. — The Distribution (in Percents) op the Graduates op 1915 
from the Three-year Curricula as to Periods of Service Since 

Graduation 



Institutions 


eg 

u o3 

s g 
1° 


u 
o3 
09 
>> 

i— I 


m 
H 

0) 

>> 


00 
N 
e3 

09 
>> 

CO 


W 

E 
03 

>> 


« 
>- 

03 
09 

>> 


oo 
u 

03 
09 
>> 

CO 



R 
C 
T 


4 

6 

35 

4 


25. 
16.6 
5.6 


16.6 
2.8 
25. 


16.6 

2.8 


25. 

5.6 
25. 


16.6 
17.2 
25. 


50. 
33.6 
66. 
25. 


Total 


49 


8.2 


6.2 


4.1 


8.2 


16.4 


56.9 







Table 41. — The Distrd3ution (in Percents) of the Graduates of 1915 
from the Four-year Curricula as to Periods of Service Since 

Graduation 





CO 
















09 
















-^ 
















U c3 














Institutions 


09 3 

a a 


u 
03 


CO 
03 


co 
u 

03 


co 

Sh 

03 


co 
u 
03 


co 
S 
03 




49 


00 


09 


0> 


09 


09 




£o 


>1 


!>> 


>> 


>, 


>> 


>> 




K 


i— 1 


<M 


CO 


"* 


W5 


CO 


N 


53 


1.9 


5.7 


9.5 


13.3 


7.6 


62. 


V 


90 


11.2 


13.4 


21.2 


3.4 


4.5 


46.3 


P 


56 




1.8 


23.3 


3.6 


9. 


62.3 


O 


4 








25. 


25. 


50. 


G 


4 




50. 








50. 


C 


13 


15.4 


15.4 


30.8 




7.7 


30.8 


R 


42 




14.3 


12. 


16.7 


14.3 


42.7 


Total 


262 


4.9 


10. 


17.6 


7.6 


8. 


51.9 







MALE GRADUATES OF 1915 
Two-year Curricula 

The period of service for the 184 male graduates from the two- 
year curricula of the ten institutions graduating men in 1915 varies 
from 14.3 percent teaching through the school-year 1920-21 to 55.6 



Results of the Study 



65 



percent. The median period of service to date is four years, and 
only 31.5 percent completed the six possible years of teaching. This 
can be accounted for because of the war, many of the men having 
entered the army in 1917 and 1918. (Table 43) (Figure 24). 

Four-year Curricula 

More of the men graduating from the four-year curricula in 
1915 completed six years of service than was. the case among the 
graduates of the two-year curricula. The median period of teaching 
was six years and 52 percent taught through the school-year 1920- 
21. (Table 44.) 



Table 42. — The Distribution (in Percents) op the Male Graduates 

op 1910 from the two-year curricula as to the periods of service 

Since Graduation 



Institutions 


a g 


>> 


oo 
ea 
>> 


CO 

u 

o3 

<D 

>, 

03 


03 
>> 


OQ 

U 
03 
03 


re 

c3 
09 

>> 

CO 


00 

03 

a 
!» 


00 

u 
03 
0) 

t» 

00 


00 

03 

05 


03 
CD 
t» 

o 


00 

u 
03 
Q) 
>> 




W 

T 

Y 

U 

J 

M 

R 

X 

o 


16 
4 
6 

20 
4 

23 
9 
9 

15 


25. 
33.3 


6.3 


25. 


6.3 
50. 
16.6 

5. 




6.3 


6.3 




12.5 


12.5 


25. 
25. 




10. 


16.6 

5. 
25. 

4.4 


10. 


10. 


16.6 
10. 


5. 
25. 
13.1 




16.6 
5. 


40. 
50. 








4.4 


4.4 
11.1 






4.7 


26. 


39.3 










22.3 
11.1 
20. 


44.5 












13.4 


22.3 
6.6 




66 6 






6.6 


6.6 




13.4 


13.4 


20. 


Total . . 


106 


3.8 


4.8 


8.5 


5.7 


5.7 


4.8 


9.5 


6.6 


6.6 


9.5 


34.5 







66 Output of Schools for Teachers 

Figure 23. 

THE PERCENT OF THE MALE GRADUATES OF 1910 WHO HAVE TAUGHT 

CONTINUOUSLY SINCE GRADUATION THROUGH THE SCHOOl- 

YEAR 1920-21. 



Institutions Q% 



Two-year Curricula. 
20 40 60 80 




Figure 24. 

THE PERCENT OF THE MALE GRADUATES OF 1915 WHO HAVE TAUGHT 
CONTINUOUSLY SINCE GRADUATION THROUGH THE 
SCHOOL-YEAR 1920-21. 

Two-year Curricula. 



Institutions q* 2 p 40 



60 



80 



Figure 25. 

THE PERCENT OF THE MALE GRADUATES OF 1915 TOO HAVE TAUGHT 
CONTINUOUSLY SINCE GRADUATION THROUGH THE 
SCHOOL-YEAR 1920-21. 

Four-year Curricula. 

Institutions qjS 20 40 60 80, 

N 
V 
P 

R 



Results of the Study 



67 



Figure 26. 

1HE- DISTRIBUTION OP 106 MALE GRADUATES OP 1910 WHO 
ENTERED SERVICE PROM THE TWO-YEAR CURRICULA 
AS TO PERIODS OF SERVICE SINCE GRADUATION. 



Periods of 
service. 



1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 



ye^r 
years 



25 



50 



75 



100 














































































Figure 27. 

THE DISTRIBUTION OP 184 MALE GRADUATES OP 1915 WHO 
ENTERED SERVICE FROM THE TWO-YEAR CURRICULA 
AS TO PERIODS OF SERVICE SINCE GRADUATION. 



Periods of 
service. 



0% 



1 year 

2 years 

3 * 

4 ■ 

5 " 

6 " 



25 



50 



75 100 



Figure 28. 

THE DISTRIBUTION OF 44 MALE GRADUATES OF 1915 WHO 
ENTERED SERVICE FROM THE FOUR -YEAR CURRICULA 
AS TO PERIODS OP SERVICE SINCE GRADUATION. 



Periods of 
service. o<f 



25 



50 



75 100 



1 year 

2 years 

3 " 

4 " 

5 " 

6 " 





















































68 



Output of Schools for Teachers 



Table 43. — The Distribution (in Percents) of the Male Graduates op 
1915 prom the Two-tear Curricula as to Periods of Service Since 

Graduation 



Institutions 


o » 

S-c 03 

S> -73 

S 2 
►5o 


s- 

flj 
>> 


03 
U 
eS 

S3 

>> 


B0 
H 
S3 
CO 

>> 


03 

03 


03 

(H 

03 
0) 


OS 

B 
oS 

s 

>> 




£ 


i—i 


ON 


eo 


^ 


*o 


CO 


W 


47 


15. 


27.7 


8.6 


17.1 


8.6 


23.5 


T 


7 




28.5 


57. 






14.3 


Y 


10 




10. 


20. 


20. 


10. 


40. 


U 


48 


14.6 


29.2 


14.6 


8.4 




33.3 


J 


9 


22.2 


11.1 






11.1 


55.6 


M 


6 




33.3 




16.7 




50. 


R 


9 




11.1 


33.3 






55.6 


X 


20 


5. 


15. 


10. 


25. 


5. 


40. 





26 


7.7 


15.4 


7.7 


7.7 


42.4 


19.3 


G 


2 


50. 








50. 




Total 


184 


10.9 


22.3 


13. 


11.4 


10.9 


31.5 



Table 44. — The Distribution (in Percents) of the Male Graduates of 

1915 prom the Four-year Curricula as to the Periods of Service 

Since Graduation 







o » 

U C3 
















Institutions 


St T3 
S o3 

►5 o 


S3 
eo 


co 
Q 

s 

CO 

>> 


03 

tH 

03 
co 
>> 


03 
U 

03 
CO 

>> 


03 

(h 

03 
CO 


03 

3 

eo 
>> 






£ 


i— ( 


CN 


CO 


*# 


ia 


CO 




O 


2 








50. 




50. 




N 


8 






12.5 




12.5 


75. 




C 


6 


16.6 


16.6 


33.3 


16.6 


16.6 






R 


13 




23.1 


15.4 


15.4 




46.2 




P 


5 






20. 


20. 




60. 




V 


10 




10. 




10. 


10. 


70. 


Total. 


44 


2.2 


11.4 


13.7 


13.7 


7. 


52.3 





Results of the Study 69 

A Comparison of the Tenure of Trained Teachers with 
That of the General Teaching Population 

The investigation reveals the fact that the graduates of the 
two-year curricula regardless of sex, graduating in 1910, have to 
date served through a median period of nine and a half years. It 
was found that the graduates of 1910 with four years of training of 
collegiate grade have a median period of service to date of ten years. 
The median service of male graduates of 1910 is nine years. 

The graduates of 1915 from the two-year curricula have a 
median period of service to date of six years. This holds true of 
the graduates of the three-year and four-year curricula. The 
median for the male graduates of 1915 from the two-year curricula 
is four years: for those completing the four-year curricula it is six. 
The World War is without doubt responsible for the shorter period 
of service for the two-year male graduates of 1915. 

No complete census of the teaching population has ever been 
made, but it has been estimated by Keith and Bagley 1 that the 
median tenure of the teaching population is four years. That of 
the rural teacher is two years. Thorndike 2 found that the median 
experience for high-school men to be eight years and for high-school 
women six. Coffman 3 in his study found the median tenure for 
rural teachers to be two years : for women teachers in the element- 
ary schools regardless of locality, between three and four years: 
for men six years : and for all teachers regardless of sex or locality, 
five years. 

These are the best available facts on tenure, and taking these 
as reasonably accurate, it can easily be seen that the trained teacher 
has a longer period of service than the general teaching population 
by at least four or five years. 

1 The Nation and the School, Keith and Bagley. 

2 The Teaching Staff of Secondary Schools, Thorndike, Bureau of Education, 
1909, No. 4. 

3 The Social Composition of the Teaching Population, Coffman. 



Chapter VII 
WHAT BECOMES OF THE REMAINING GRADUATES? 

In 1910, of those completing the two-year curricula, 19 percent 
did not teach the first year after graduation. This proportion is 
reduced to 11.7 percent in 1915, but rises again in 1920 to 15.6 
percent. Eighteen percent of the graduates from the three-year 
curricula in 1910 did not teach the first year. In 1915 the proportion 
increased to 22.8 percent, and in 1920 decreased to 16.8 percent. 
The proportion of graduates of the four-year curricula in 1910 who 
did not teach was 28.6 percent. It decreased in 1915 to 17.4 
percent, and in 1920 to 11.8 percent. (Tables 45, 46.) 

The study shows that 19.6 percent of the male graduates of 1910 
did not teach the first year after graduation, that 16.8 percent did 
not teach in 1915 and that 36.7 percent did not teach in 1920. 
(Table 49.) 

The question immediately arises, What do these graduates do 
the first year after graduation? It was found that the business 
world in 1910 got 1.1 percent of them, in 1915 only 0.6 percent and 
0.4 percent in 1920. Professional schools received 3.4 percent in 
1910, 1.6 percent in 1915, and 1.4 percent in 1920. In 1910, 1.1 
percent went into non-professional schools, and in both 1915 and 
1920, 1. 2 percent. Approximately 4 percent of the graduates 
of each year studied remain at home the first year after completing 
their training : less than 1 percent for each year married. 1 (Tables 
45, 46.) 

Approximately 5 percent of the male graduates go directly 
into business. In 1920, 7.3 percent entered professional schools 
and 3 percent entered non-professional schools. Of the four-year 
graduates in 1920, 13.3 percent went into business, 5 percent entered 
professional schools, and 6.6 percent non-professional schools. 
(Tables 49, 50, 51.) 

The graduates in 1920 of the three-year curricula who did not 
teach are distributed as follows: business, 4.5 percent: professional 

1 A few institutions did not have a record of occupations entered by a small 
percent of the graduates. 

70 



Results of the Study 



71 



schools, 2.3 percent: non-professional schools, 1.4 percent: remain- 
ing at home, 6.3 percent: married, 0.7 percent. (Table 47.) 

A smaller percent of the four-year graduates (1920) do not teach 
than in either 1910 or 1915. (Table 48.) 

It is significant that in 1920 only 84.4 percent of the output of 
the institutions studied entered teaching the first year after 
graduation. 

Figure 29. 

THE PROPORTION OP GRADUATES VHHO DID NOT TEACH THE FIRST 
YEAR AFTER GRADUATION. 



40? 

30 

20 

10 





1910 



1915 



1920 



Two-year Curricula 

Three-year Curricula — _ 

Four -year Curricula - — 



72 



Output of Schools for Teachers 



o 

< 

a 
< 
« 



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50 ... to 

<o° ; '. '. cd 


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ye panreniaii 


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CN 

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t001»»HH!i)iHl0O«Nini l N'<l l N 
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00 


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araojj 
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CO 


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O 





Results of the Study 



73 



Table 46. — The Distribution (in Percents) op the Graduates of 1920 

from the Two-tear Curricula as to Occupations Entered Other 

Than Teaching the First Year after Graduation 



Institutions 


■4-1 " 

o * 

<B 3 

a g 

1° 


o 
'38 

3 

« 


u 

hi O 

3M 


S" 3 
J2 ° 

-d K 
v . 


03 
0) 

fl" 


.2 


>> 

OS 

•a 


c 

03 


>> 

3 

u 

< 


01 


s 


A 

C 

E 

G 

J 

K 

M 

O 

R 

T 

U 

w 

Y 
X 
B 
H 
L 
D 
F 


72 

117 

33 

144 

121 

122 

31 

96 

263 

121 

93 

324 

66 

80 

260 

237 

113 

83 

53 


.7 

.4 

1.8 
1.6 
2.5 


.9 
3.1 

1.6 
3.3 

4.2 
5. 

.6 
9. 
3.8 


6.4 
2.5 

2.1 

.4 

.9 
4.8 
8.8 

4.9 
3.8 


4.5 
16. 
1.7 

13. 

4.3 
1.6 
3.8 

8.9 
7.6 


2 
1 

1 

2 


7 
6 

8 

3 
6 
5 


i.i 

.3 


1.4 


.3 


13.3 
31.2 

8.5 


1.1 


Total 


2429 


.4 


1.4 


1.2 


3.9 


.4 


.08 


.04 


.04 


5.7 


.04 



74 



Output of Schools for Teachers 



o 




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m 




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P 
o 


fc 




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fe 


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fc 




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o 

05 


para 


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25. 

7.7 
6.7 


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co' 


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,-1 '. '. '. ed 


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CO 
(N 


ssauisng 


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38.5 


lO 


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jo jaqum^j 


CD CD t» H o CO in 

<0 r-< IM — , ,-f 


CO 


09 


uMOUjjnfi 
suoT^Bdnooo 


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. .119... 


05 


P a ?a 


00 - . in • • . 
CN • ■ i-c . . . 


00 


paujBj^ 


co • ■ ... 

115 . . CO • ■ • 


CO 
CO 


araojj 
ye pauiBraa'jj 


33.3 

4.5 
.... 


1< 


l°°H°S 
jojj paja^ug 


. . . . CN • • ■ 

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CO 
CD 


ssauisng 


. . . . CO • • • 


00 


sa^'Bnp'Bio 
jo jaqmn^ 


h- co tj< •<# a> • • • 

co co • • ■ 


o 

IN 


o 
oa 


paujBj^ 




«5 


jooqog -joij 
-no^[ paja^ng 




wj 


jooqog 
■jojj paja^ug 


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jo jaqmnjsj 




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a 
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3 


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"3 

c 
c- 





Results of the Study 



75 



p 

o 

p 

O 



^1 

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P 

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s « 

fa » 

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CO 1-1 

W Pn 

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3fi 



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OS 


P 3 ?a 


o b. 


CO 


patMBj^ 




eo 


anion 


i-< in ■* Ti< CO CN 

n i* h io n i-h 


in 


poqog joij 
-nojsj paia:jtig; 


CO m "5 • • 

o) h <1 ! 1 '. 


co 


poqog 
•joij pajca^ng 


rH . . CO 
CO CD '. '. ' 


1 


ssouisng 


i-H IT3 OS • CN 

CO ■* r-I • CO • 


oi 


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jo laqran^j 


CO 00 CD 00 CN CO OS 
CO CO O CO m •* 


m 
m 


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a> 

i-H 


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as 


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in • 


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in 


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■ i-H 00 o O CO • 


K 


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t> . . t> . . . . 

t. . . iH ■ ■ . . 


CD 


looqos joij 
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15.4 

11. 
3.4 

1.3 


CN 


poqog 
joij paja^ug 


. • 00 • • ■ ■* • 
• .00 • • -co • 


t>. 


ssamsng 


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t- i 


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CO 

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t- ■ ■ 

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4.6 
26.5 

16.3 


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auiojj 
ye paureuiay; 


• O ifl 0> ■ ■ 


CO 
CO 


poqog joig 
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18.2 
7.5 


CM 


poqog 
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. . (M lO • • • • 

. . a> i-i • • • • 


90 


ssamsng 


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co' 


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t- 




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a 


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13 
o 
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76 



Output of Schools for Teachers 



< 
o 

u 

o 



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a 

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to W 

a 



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(25 



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00 

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CN 


1 


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CO 


CO 


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CO 

CO '■ 


co 


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CO 

; © i-< 

. CN 


CM 


jooqog -J0JJ 
-no^j pajoju^i 


25. 

1.3 
9.1 
14.3 


CO 


jooqog 
•jojj pallia 


100. 

12.6 
20. 

2.6 
45.5 

7.2 


CO 


ssautsng 


50. 

3.9 
21.5 


•*< 


sa'jBnpBiQ 
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03 


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oo 




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10.2 
7.3 

7.6 


io 


sa^BnpeiQ 
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.«Hieso»»«5rtt' 

i-l CN i-c «1 «3 h N 


CN 


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patQ 




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00 


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00 


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. . -# . . . . CO . CO 


I- 

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looqog 
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11.2 
10. 

36.4 


1 


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CO 


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CN 




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( 

E- 





Results of the Study 



77 



Table 50. — The Distribution (in Percents) of the Male Graduates 

from the Three-year Curricula as to Occupations Entered Other 

Than Teaching the First Year after Graduation 





1910 


1915 


1920 


Institutions 


o £ 

u s3 

a 2 
1° 


Entered 
Prof. 
School 


Entered 
Non-Prof. 
School 


o Jg 

1° 


o « 

a g 


w 

to 
CD 

.a 

'go 

3 
PQ 


Entered 
Non-Prof. 
School 


C 
R 

T 
U 


i 
ii 


9.1 


100. 
9.1 


1 
1 


2 

6 
2 
3 


50. 


33.3 


Total 


12 


8.3 


16.6 


2 


13 


7.9 


7.9 







78 



Output of Schools for Teachers 



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cb id '. ui 


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20. 

5.9 
12.5 

15.7 


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co' 


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. . .co .co 

. . .CO .CO 

. . . r- 1 .CD 


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jo jaqran^j 


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IN 




a 
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a 

*■£ 

OS 

a 


O tf O fc P4 > 


"a 
c 





Results of the Study 



79 



Figure 30. 

THE DISTRIBUTION OF THE GRADUATES FROM VARIOUS CURRICULA 
WHO DID NOT TEACH THE FIRST YEAR AFTER GRADUATION. 

Two-year Curricula. 



Business 
1910-1. lh 
1915- .6k 
1920- .46 


Prof. 

1 1910- 

1915- 

1920- 


School Non-Prof .School 
3.41m 1910-1. Iks 
■1.6k* 1915-1. 2b 
1.4b 1920-1. Z-W 


Remained at Home 

1910-4. 6 mm 
1915-3. 2 La 
1920-3.9 El 


Married 
1910-1.8 * 
1915- .6b 
1920- .4 6 


Business 
1910- I 
1915-1. 8k 
1920-4.56 


1 


Three-year Curricula. 

Prof. School Non-Prof .School 
1910-8. 5pMB 1910-5.1 bi 
1915-6. ■» 1915-6. 3Lm 
1920-2. 3k» 1920-1.4 6 




Remained 
1910- 1 
1915-4.56 
1920-6.31 


at Home 

■i 


Married 
1910-5. lb 
1915-3. 6t 
1920- .76 


■ 




Business 
1910-3. I 
1915-1.76 
1920-2. 6 


■ 


Four-year Curriculi 

Prof .School 
1910-1. 8» 
1915-1. 7k 
1920-1. lb 


a. 

Non-Prof .School 
1910-4.2 W 
1915-2.9 6b 
1920-1. 6b 




Remained 
1910-3.61 
1915-7. l6 
1920-5.46 


at Home 

■i 


! Married 

1910-15.4 
1915- 1.5 
1920- 1.3 


I 




Business 
1910-6. 3> 
1915-5. 5t 
1920-4.26 


warn 


Male Graduates 
Two-year Curricula. 

Prof .School 
1910-4. 7 MB 
1915-1. 8b^ 
1920-7. 3bMB 


Non-Prof .School 
1910-4. 7 m 

1915-6. 5bHB 
1920-3. km 




Business 
1910-14. 2Mmmmm 
1915- 8. Lb 
1920-13. 5baaBaa 


Four-year Curricula. 

Prof .School 
m 1910-9. 4Mna 

1915-4. ■■ 
■ 1920-5. bill 


Non-Prof .School 
1910-14.2^ HMBHB 
1915-12. ■bur 
1920- 6.6baa 





PART III. INTERPRETATIONS AND CONCLUSIONS. 
SUGGESTIONS 

Chapter VIII 

INTERPRETATIONS AND CONCLUSIONS 

1. There is evidence of an inequitable distribution of the gradu- 
ates to the different types of schools. 

The 1920 report of the Commissioner of Education has the 
following statement : 

"The rural schools of the country comprise a vast organization. Of the 
20,853,516 children enrolled in the schools, 12,266,915 are in the rural schools, 
with an average daily attendance of 8,788,600, while the cities enroll only 
8,586,601 and have an average daily attendance of 6,760,314. "* 

It was found from a study of a large number of teacher-training 
institutions that only eight percent of the graduates of 1920 entered 
one-room rural schools, and that only six percent of the selected 
group studied entered any field of service in the open-country. 
Comparing this with the large percent entering urban schools it is 
evident that the rural children do not receive a just proportion of 
the output of the schools that prepare teachers. A large proportion 
then of American children do not have the services of trained 
teachers. If this tendency is continued a few years longer at the 
rate of the past ten years the rural schools will entirely be without 
professionally-trained teachers, meaning by such teachers those 
who have completed at least two years of study beyond high school 
graduation. 

It is a well known fact that the rural population is not so much 
concerned over the lack of trained teachers for their children as are 
the educational leaders. Coffman, in "The Social Composition of 
the Teaching Population" 2 made the following statement in 1911, 
which is even more clearly justified today than when he made it: 

"The tragedy of the public school situation is the tragedy of the rural 
school. That the public mind through sheer inertia and by legal sanction 
permit persons with inadequate and indifferent training to enter this field 
of labor, has been the great misfortune and handicap of the rural school." 

1 Report of the Commissioner of Education, 1920, p. 39. 

2 The Social Composition of the Teaching Population, Coffman, L. D., p. 86. 

80 



Interpretations and Conclusions 81 

This critical situation is probably due in part to the fact that 
the best of the graduates of the institutions training teachers have 
seldom entered the rural field of service. The rural people as a 
rule have never had the opportunity of seeing the specialist at work 
in their schools. When the rural population insists on having 
trained teachers the normal schools and teachers colleges will 
provide adequate facilities for the training of such teachers. There 
is evidence from our findings, however, that a few institutions are 
doing very much more than others to stimulate this demand, for 
they are sending goodly proportions of their graduates into the 
rural service even under present conditions. 

2. The increasing tendency is to enter the city schools. 

More than one half of the graduates of 1920 who taught the first 
year after graduation entered the service of the city schools. This 
is more than for either of the other two years studied. This holds 
true of the output of all curricula. The number of male graduates 
of 1920 who entered city schools is 50 percent more than in 1910. 
There are several reasons for this condition. The last census show 
that approximately four percent more people live in urban com- 
munities than in the open country. City school administrators 
are accepting the work of teacher-training institutions more and 
more, indeed the professional schools are approaching the standards 
demanded by city school systems to such an extent that some of 
them are now becoming exclusively the training schools for the 
cities in their districts. The social and economic conditions of the 
cities are so much better than of the communities where other 
types of schools are located that the graduates often seek urban 
employment regardless of the fact that higher salaries are sometimes 
offered in the smaller schools. There is a feeling that a teacher 
ranks higher socially who teaches in the city than the one who 
teaches in the rural or village schools. The city children are 
securing the benefit of teachers with standard training more and 
more, because the people of the city are demanding better trained 
teachers and are able and willing to provide the means sufficient 
to secure them. 

3. There is no evidence of a demand for certain curricula at 
present offered. 

It is time to take account of the output of each curriculum to 
see whether the demand warrants a highly specialized preparation 
or is sufficient to justify only attention in one or more courses 
offered in connection with less specific curricula. The following 



82 Output of Schools for Teachers 

questions should be answered by each institution in the light of the 
demands of its district: What is the output of each curriculum? 
Can the graduates of each curriculum be placed in positions for 
which they are trained? Is the demand of the district served large 
enough to warrant the establishment or continuance of the cur- 
riculum? There is evidence that certain institutions have added 
certain specific curricula merely to compete with other institutions 
without taking into account the real demand or lack of demand for 
the output of such curricula. Some institutions offer differentiated 
curricula from which they graduate but one or two students each 
year or perhaps several students who are unable to find appoint- 
ments in their specialized fields and consequently go into work for 
which they are not prepared, while at the same time these institu- 
tions leave undifferentiated the preparation for the primary and 
intermediate grades where the greatest demands are made. The 
professional education given by schools for the training of teachers 
should clearly be differentiated according to the demands in the 
field of service to be entered by the prospective teacher. 

4. The dominant demand is for teachers in the elementary grades. 
Of the graduates of 1910 from the two-year curricula who taught 

the first year after graduation the proportion that taught in the 
grades below the high school was 84.5 percent. In 1915 it was 84.8 
percent and decreased to 74.6 percent in 1920. From these figures 
it seems that the function of teacher-training institutions offering 
two-year curricula still lies chiefly in supplying the demands of the 
elementary grades. 

5. There is a slight increase in the proportion of the two-year 
graduates going into high-school positions. 

While a comparatively small number completing the two-year 
curricula enter high school work, with this rather limited prepara- 
tion, there is a marked tendency in this direction. In 1910 only 
6.7 percent entered some type of high school work: in 1915 the 
proportion increased to 9.5 percent: in 1920 to 15 percent. The 
increasing number of special subjects, such as manual training, 
household, and the commercial branches, account for the greater 
part of the increase. With the growing demands of the first eight 
grades it seems that the entire output of the two-year curricula 
should be placed in work below the high school level, and that the 
three-year and four-year curricula should be developed to the point 
where they can take care of the demands of the high schools in 
both the academic and the special subjects. 



Interpretations and Conclusions 83 

6. There is a noticeable tendency toward an increase of differ- 
entiated curricula. 

There was a 25 percent increase in the number of differentiated 
curricula offered in 1920 over the number offered in 1910 in the two- 
year program of studies. In the institutions studied eleven differ- 
entiated curricula were offered in work below the high school level 
in 1910. This number increased to nineteen in 1915, and to twenty- 
three in 1920. There was an increase from five differentiated 
curricula in 1910 and 1915 to seven in 1920 in high school work. 
In 1910, of the institutions studied, five were offering some differ- 
entiated curricula: in 1915 this number increased to eleven, and in 
1920 to thirteen. 

There is sufficient evidence to justify the conclusion that differ- 
entiated curricula will soon be offered in all the schools for the 
training of teachers. 

7. An increasing proportion of the graduates going into the 
primary and intermediate grades are receiving specialized 
training. 

The proportion of the graduates of the two-year curricula for 
1910 who had completed some specific curriculum for work in 
grades I- VI was 8.5 percent. In 1915 this increased to 13.9 per- 
cent, and to 19.7 percent in 1920. But the completion of specific 
curricula does not mean that the graduate will enter the specific 
field of teaching that the training calls for. Of the 786 graduates 
in 1910 who entered the elementary grades 104 or 13.2 percent had 
special training for either primary or intermediate work. In 1915 
the number increased to 1720 of which 293 or 17 percent had specific 
preparation, and in 1920 out of 1267 graduates 322 or 25.4 percent 
had specific training for the specific work they entered. 

From these data it may be concluded that there is a steady and 
gratifying increase in specific training for those undertaking class- 
room work in either the primary or the intermediate grades. 

8. During the period studied the relative distribution of the 
graduates to supervised and unsupervised schools remains 
practically unchanged. 

During the years studied the proportion of graduates going into 
supervised and unsupervised schools have changed very little. 
The slight change that has taken place is in favor of a larger number 
entering supervised schools. While this is partly due no doubt to 
the fact that there has been provided supervision for more of the 
rural and village schools in some states, leaving these out the 



84 Output of Schools for Teachers 

increase is largely to be attributed to the fact that there has been 
an increase in the number entering city schools. 1 

9. Graduates of professional schools for teachers have a much 
longer period of service than the general teaching population. 

The fact that the general teaching population has a teaching 
service of from four to five years and that the graduates of the two- 
year curricula of 1910 have a median service to date (1921) of 9.5 
years is evidence of the value of training in lengthening tenure. 
Further, that nearly 60 percent of the graduates of the two-year 
curricula of 1915 were still actively engaged in school work six 
years after completing their college work is evidence that training 
means continued service. 

The only conclusion that can be derived is that the service will 
be benefited by the longer tenure and that training, to the graduate 
level of two years, will increase the tenure at least 100 percent. 

10. In each period studied a significant proportion of the gradu- 
ates do not teach the first year. 

The investigation shows that only 84.6 percent of the output of 
the institutions studied enter teaching the first year after gradua- 
tion. It is significant that fifteen out of every one hundred gradu- 
ates fail to enter the teaching service. If this is true for the country 
at large the loss to the teaching profession is of much concern. 
The greatest loss does not come from those who continue their 
education, but from those who use the institutions as finishing 
schools and then remain at home. 

11. Student accounting seems to be inadequate. 

It is an interesting fact that in only one of the institutions 2 
visited a composite record of each graduate since the opening of the 
school was kept. This school had on a single card the information 
set forth in this study. When the records of this school are con- 
trasted with those of the others it is evident that student accounting 
in general can be greatly improved. In most of the schools visited 

1 With the trained and the untrained teacher working side by side in the same 
system of schools it is necessary to have some supervision, not so much for the 
trained teacher as that the work of the two may approach the same value to the 
system and the service. 

2 The State Teachers College at Charleston, 111., keeps a cumulative record of 
each graduate on a 3 X 5 library card. The following data are recorded: Name of 
the graduate; year of graduation; curriculum completed or special emphasis given 
to a particular field; school entered immediately after graduation; specific teaching 
position ; successive teaching positions ; subsequent study ; degrees received ; marriage ; 
death; other occupation entered if not teaching. Both sides of the card are used. 
This was the simplest and most effective record found. The information is kept up 
to date by sending a return postal card each year to each graduate. 



Interpretations and Conclusions 85 

it was necessary to go to several sets of records before all of the 
information wanted could be gathered together on a single record 
sheet. In the majority of the institutions visited an attempt is 
being made to place student accounting upon a business basis. 

The proper placement of the graduates is an important function 
of the school. In order to do this well it is necessary to have avail- 
able the record of the prospective teacher or the teacher in service 
to recommend him or her properly for a position or promotion. 

12. There is little evidence of cooperation of the schools with 
their alumni. 

It is a noticeable fact that the professional schools for teachers 
fail to utilize the latent force and power of a well organized, united, 
and interested alumni. In a few places some of the data desired 
were obtained from the alumni records, but it was found that most 
of the alumni records consisted merely of the name, year of gradua- 
tion, and the address of each alumnus. A study of this kind could 
not have been made from the records of the alumni, save in one 
institution. 

Would it not be fortunate if the teacher-training institutions 
could organize their alumni for specific purposes which will unite 
them into a working body for their own good and the good of their 
institutions? 



Chapter IX 
SUGGESTIONS 

1. Institutions for the professional preparation of teachers 
should inform themselves and their respective state departments 
definitely with regard to the distribution of their graduates. 

The annual report of each institution should contain the dis- 
tribution of the graduates as to kinds of schools entered, the teach- 
ing position, and the occupation entered by those who do not teach. 
A knowledge of the actual disposition of the graduates is needed by 
the state to help it solve the problem of supply and demand. It is 
only by a careful inventory of this kind that these schools can tell 
whether they are meeting the demands of their districts. 

2. Differentiated curricula should in the main be limited to the 
clear demands of the field. 

Every institution should offer differentiated curricula in the 
primary, intermediate, and upper-grade or junior high-school fields 
of service. It is evident from the study that every institution has 
its greatest demand in these fields and especially in the primary and 
intermediate grades. This statement is true for institutions that 
train for the general teaching service. There are few that train 
especially for high-school teaching or some special part of the service, 
and it is clearly justified in them to offer differentiated curricula for 
the particular fields into which their product will go. It must be 
regarded, however, as a serious mistake for an institution to main- 
tain, as such, a curriculum that puts out only one or two graduates 
a year and particularly to offer curricula that encourage students 
to prepare for fields in which the demand is negligible. The best 
service that any institution can render to its district is to prepare 
well-trained teachers for the positions demanding such teachers. 
This demand should determine the extent of differentiation offered 
by the institution. 

3. The responsibility of the institution does not end with the 
graduation of the student. 

The institution's responsibility for its graduates apparently 
ceases in many places on commencement day, and in some 



Suggestions 87 

instances interest in their success ceases as well. A feeling of respon- 
sibility and a genuine interest on the part of the institution in the 
success of each graduate will do much to establish a united, well 
organized, and active alumni. The success of every graduate is in 
turn the success of the institution, and the failure of each one reflects 
on the school sending the student out into active labor. 

4. Student accounting should be placed upon a business basis. 
Every business concern of any proportion knows where its 

products go, it keeps a record of success and of the demands that 
success creates. Alterations, corrections, and eliminations are 
made to suit the customers and to meet the growing demands. 
Teacher-training institutions can profit by a study of some of the 
efficient business methods used by large concerns. It is believed 
that institutions would do well to keep a composite record of each 
student giving a complete history of the case. 

5. The records of graduates should include the following data: 
(a) A brief history of the graduate's training previous to entering 

the school. This should include the high-school record, experience 
in any occupation or previous experience in teaching if any. 

(6) The specific curriculum completed in the institution. If 
only a general curriculum was completed the special emphasis given 
to any particular field of service should be noted. 

(c) The scholastic attainments as measured by grades or marks. 

(d) The judgments of instructors as to proficiency for a par- 
ticular teaching position. 

These judgments should be made by the instructors in the 
academic subjects as well as by the teachers of the training school, 
and the director of training. 

(e) The placement of the graduate upon completion of training 
as to: 

1. The type of school entered. 

2. The specific teaching position. 

3. Other occupation if not teaching. 

(/) The success the graduate is meeting in the particular position 
entered as found by follow-up inquiries to supervisory officers. 

(g) A continuous record of the graduate's work covering suc- 
cessive positions held, subsequent study, degrees received, other 
occupations entered. This can be done with very little trouble by 
sending every year a return postal card to each graduate. 

6. It is suggested that each institution make a self survey cover- 
ing a period of years to ascertain the facts relative to their gradu- 



88 Output of Schools for Teachers 

ates. It is believed that the results of such a survey would offer 
helpful suggestions for the improvement of the service of the insti- 
tution to: 

(a) The institution itself. 

It is only by knowing the success with which the school is 
meeting the demands of its district that it can evaluate its services. 

(6) The taxpayer. 

Public teacher-training institutions are under obligations to 
the taxpayer and should be in a position to render to them an 
account of their accomplishments. To be able to show that each 
one gets returns for the money invested in the school. 

(c) The student. 

By having accurate information of former students the institu- 
tion can render more effective service to the prospective students 
and teachers. The strongest factor in the upbuilding of any insti- 
tution is a contented, happy, well satisfied body of students and 
graduates. For an institution to be able to render specific service 
to the graduates and in turn to the student will be the most effective 
advertisement that can be secured. 

(d) The children. 

The slogan of the National Educational Association, "A com- 
petent and well trained teacher for every school in the land," is 
the most optimistic educational philosophy we have. This could 
well be the slogan for every teacher-training institution as far as its 
district is concerned. How much more effective an institution 
would be if it could send into every teaching position a well pre- 
pared teacher for the specific work to be taught. This would indeed 
be a benefit to the children who will be the final judges of the 
teacher's work. 

(e) The service. 

If teaching is ever to be a true profession those engaged in it 
must rise above the present plane of limited preparation of a vague, 
general character that is supposed to fit one in two years for any 
field of teaching service. It must rise above the induction of 
misfits into teaching positions. It must rise above a tenure of only 
a few years. A survey of the actual output of the institutions with 
the view of improving the service will aid in finding the weakest 
links and should offer suggestions for improvements that will 
raise the teaching service to a recognized profession. 



VITA 

The author of this dissertation, Charles Emile Benson, was born 
at Clinton, Iowa, on September 9, 1881. He received his early 
education in the public schools of Nebraska, graduating from the 
Odell High School in 1900. He was graduated from the State 
Teachers College, Peru, Nebraska, 1907 and received the Bachelor 
of Education degree in 1911. He graduated from the University 
of Nebraska with the Bachelor of Arts degree in 1911. He was 
graduate assistant in psychology 1910-12 and received the Master 
of Arts degree in 1912. He was a student at Columbia University 
summer session, 1913; student in Teachers College, 1920-22. 



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